Resource Library

This article presents an exploratory case study of site-level classification practices for language-minority students. The study examines individual classification data of 439 language-minority student cases from one California urban school district and two of its schools.

This article provides an analysis of Arizona's policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data.

This document is the second in a series of working papers that elaborate on a framework of four key stages in moving toward a common definition of English learner (EL), as described in the CCSSO publication, Toward a common definition of English learner: Guidance for states and state assessment cons

This brief identifies five considerations for improving the validity of assessment systems for EL students.

This study investigated the psychometric properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) and analyzed its concurrent validity versus the Bilingual Verbal Ability test (BVAT).

With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines.

This article addresses the issues in identifying and assessing gifted bilingual Hispanic students.

This article explores how to improve the quality of learning opportunities, such as gifted education, for students who are culturally and linguistically diverse (CLD).

The authors of this report investigated state-level interventions designed to support "advanced learners" from low-income families.