Reports on ELL/ESOL Education

General
English-Speaking Ability of the Foreign-Born Population in the United States: 2012
U.S. Census, May 2014
This report examines English use at home and English-speaking ability among the foreign born.

 

K-12
Education for Dual Language Learners: Promoting School Readiness and Early School Success
Migration Policy Institute, November 2013

This report profiles the population of young Dual Language Learners (DLLs), who represent nearly one-third of all U.S. children under age 6, outlining their school readiness and patterns of achievement. The report evaluates the research on early care and education approaches that have been shown to support higher levels of language and literacy development and achievement for this child population, most but not all of whom are children of immigrants. 

 

K-12
Issue Brief: Closing the Gap for English Language Learners
Rennie Center, September 2013 

Examines recent policy developments and discuss the implications for the growing populations of ELLs. 

 

General
Diverse Children: Race, Ethnicity, and Immigration in America's New Non-Majority Generation
Foundation for Child Development, July 2013 

Examines the significant disparities in the education, economic well-being, and health of children in the U.S. based on their race-ethnicity and whether or not their parents are immigrants. 

 

K-12
Two-Way Bilingual Education in Boston Public Schools: Required Features, Guidelines and RecommendationsThe Mauricio Gastón Institute for Latino Community Development and Public Policy, May 2013
Two-way bilingual (TWB) is an intrinsically equitable educational model which provides children from different linguistic, socio-economic, and racial backgrounds a rigorous, enriching education.  

 

K-12
Implementing the Common Core State Standards for English Learners: The Changing Role of the ESL TeacherTESOL International Association, April 2013
On 14 February 2013, TESOL International Association brought together 30 ESL teachers1 and administrators, education experts, researchers, and thought leaders from Maryland and the District of Columbia to start a conversation on how the Common Core State Standards (CCSS) will change the roles of those who teach English as a second language (ESL). 

 

Higher Education
Stepping Up for Community Colleges: Building on the Momentum to Improve Student Success in Massachusetts, The Boston Foundation, March 2013 
Efforts to improve outcomes for Massachusetts community college students have accelerated dramatically in recent years. An intensified sense of urgency has united the Governor, the Massachusetts Department of Higher Education, the Legislature, community college leaders, major employers and a number of other stakeholders. Institutions and state agencies have responded with significant innovation and reform. The student success and college completion agenda has begun to get traction as a way to address the pressing needs of both underprepared students and the state’s employers and communities.

 

K-12
The Role of Language and Literacy in College- and Career-Ready Standards: Rethinking Policy and Practice in Support of English Language LearnersAlliance for Excellent Education, October 2012
English is embedded throughout all college- and career-ready standards, including the widespread Common Core State Standards as well as the Next Generation Science Standards. To meet these standards, a student must possess and be able to demonstrate an understanding of the English language and any subject matter being considered.

 

K-12
Using No Child Left Behind Waivers to Improve English Language Learner Education, Center for American Progress, August 2012
The No Child Left Behind law fundamentally changed the expectations and data that schools should have for their English language learner students. The landmark 1974 Lau v. Nichols Supreme Court case concluded that students who speak English as a second language have a right to a “meaningful education.” But No Child Left Behind—a reauthorization of the Elementary and Secondary Education Act—was the first law to hold schools and districts accountable for the achievement of their English language learner students.

 
<< Start < Prev 1 2 3 Next > End >>

powered by MemberClicks