Resource Library

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students.

Undocumented migration is a major demographic trend, yet both under researched and under-theorized. This is particularly the case for undocumented students in the U.S., as most studies that target this population have spotlighted extraordinary adolescents (e.g., Gonzales, 2008).

This is the first chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S.

This paper focuses on the home language surveys used by five SEAs to initially identify students who may be eligible for language assistance services. Contents include a brief history of the use of such surveys in U.S. schools and current practices, with examples from selected SEAs.

This document guides the creation of enhanced home language surveys to better discriminate between students in the general k-12 student population who may need further assessment or placement in English language support services.

This article reviews the limitations of Arizona's single-question HLS and provides ways these surveys can be improved and complemented to ensure ELs are identified for assessment and receive the services they need.

This article addresses issues concerning the assessment, identification, and classification of ELs with disabilities. Accommodations for ELs with disabilities are discussed and recommendations for more accessible assessments for these students are provided.