Resource Library

This study reported the development and initial validation of the Survey of Parent/Provider Expectations and Knowledge (SPEAK), a self-administered questionnaire assessing expectations and knowledge about early childhood cognitive and language development.

This study aimed to investigate the impact of different types of scaffolds on the writing regulatory skills of a cohort of Iranian learners of English (N = 120).

Many most well-known charter schools in the United States use a "No Excuses" approach. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools, focusing on experimental, lottery-based studies.

Aims: In this study, we aimed to examine whether five-year-old children with varying first-language (L1) vocabulary skills benefitted differentially from second-language (L2) teacher-led group talk and peer-play talk when acquiring L2 vocabulary in preschool contexts.

This blog post describes a study of Philadelphia's schools that provided policy makers with detailed descriptive analyses of the EL population over many years. The post also highlights a recent Department of Education publication, from the Institute for Education Sciences.

The effectiveness of bilingual programs for promoting academic achievement of language minority children in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context.

This meta-analysis reports the results of a systematic synthesis of primary studies on the effectiveness of computer-mediated communication (CMC) in second language acquisition (SLA) for the period 2000-2012.

This 5-month ethnographic comparative case study of two culturally and linguistically diverse U.S.

A report by the National Research Center on Hispanic Children and Families found that nationally, two-thirds of low-income Hispanics ages 3-5 attend some form of early education, nearly on par with white children of the same socioeconomic status, though lagging behind their black peers.

According to an analysis of U.S. Census Data conducted by MPI, 82 percent of pre-kindergartners to fifth grade ELs and 65 percent of sixth and 12th grade ELs were born in the United States.