The last "Read to the Top!" event of the summer hosted by U.S. Secretary of Education Arne Duncan was bilingual.
One of the regional laboratories of the Institute of Education Sciences is holding a free Webinar on Sept. 16, noon to 1 p.m. Eastern Time, to discuss findings from a study of the nation's most popular English-language proficiency test used for accountability under NCLB.
Over at Politics K-12, my colleague Alyson Klein writes that the Aspen Institute's commission on the No Child Left Behind Act has been revived. The commission, whose recommendations have been influential among federal policymakers, plans to hold a series of hearings over the next four months on such issues as turning around low-performing schools and improving high schools. The long list of new members of the commission includes Delia Pompa, who is very familiar with federal policies pertaining to English-language learners in this country. She's now the National Council of La Raza's vice president for education. In a former post, ...
James Crawford, a longtime writer about English-language learners and president of the Institute for Language and Education Policy, has sent a letter to U.S. Secretary of Education Arne Duncan contending that proposed priorities for Race to the Top are a bad idea for teachers of English-language learners.
Street Law Inc., a nonprofit organization that promotes civics education, is seeking funding from foundations to adapt its high school law textbook for English-language learners.
The governing board of the National Assessment of Educational Progress is inviting the public to comment on its proposals to bring more uniformity to how the test includes English-language learners and special education students.
Duane Campbell of Choosing Democracy blog argues that it would be unfair for teachers of English-language learners to be evaluated according to how their students perform on standardized tests because those tests aren't valid and reliable for that group of students.
In a blog post on the Room for Debate blog of the New York Times, "Frustrated Early Childhood Teacher" characterizes some teacher coursework offered by education schools as "laughable."
A teacher in the West Contra School District in Richmond, Calif., expresses concern that, because of budget cuts, class sizes will grow in her district. About one-third of students in the district are ELLs.
Mainstream elementary and secondary education teachers are much more likely to get training through traditional teacher-preparation courses focused on students with disabilities than on English-language learners, a Government Accountability Office study released today says.