Resource Library

Seventeen-year-old Alejandra Galindo is one of 3 million students identified as gifted in the U.S. But as an EL, she is among the most underrepresented groups in gifted programs.

This report discusses the gifted program in the Paradise Valley Unified School District and how it ensures Latino students are enrolled in the program.

Rene Islas, head of the National Association for Gifted Children, explores why tens of thousands of gifted ELs are never identified.

This report shares the result of a review of the Local Control Accountability Plans (LCAPs)of 29 key school districts throughout the state, and the impact those LCAPs are having on English Learner students.

Amaya Garcia reviews a recent policy report that highlights existing weaknesses in the services provided to ELs in California.

This article discusses the challenges involved with (1) content assessments for ELs; and (2) misclassifying ELs as students with learning disabilities.

Misclassifying students as English language learners (ELLs) who are in fact English fluent, or vice versa, could lead to long-term negative academic outcomes. This report examines issues in current state policies and practices associated with initially classifying ELLs.

Learning about Learning Disabilities, fourth edition, continues to provide equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. It presents 80% new material, keeping the chapters up to date in this fast-moving field.

This collection of guidance and reports is designed to assist state and districts define, identify, classify, and re-classify English Learners.