Principals have the power to ensure English-language learners get an equitable education, but many don't realize how much influence they wield, a new study on school leadership concludes.
New research shows that requiring struggling English-learners to repeat 3rd grade could boost their academic trajectories, helping them learn English faster and take more advanced classes once they reach middle and high school.
The first two chapters of the department's new "English Learner Family Toolkit" delivers tips on how to enroll children in school and a offers a look at how schools in the United States differ from those in other countries.
U.S. Supreme Court took no action on the Trump administration's request to review DACA. Meanwhile, President Trump wants to link the fate of DACA recipients, thousands of whom work and learn in public schools, to his demand for $5.7 billion to fund a border wall.
What started out as an effort to promote educational equity for English-language learners in California may be morphing into something else as more states pass legislation that honors high school graduates who demonstrate fluency in two or more languages with a special "seal of biliteracy."
Using federal data, the researchers traced the academic trajectories of immigrant children who entered the United States before age 16. They found that foreign-born students earn 20 percent more credits in math-intensive courses than English-based courses while in high school.
In her new role, Andrea Ramirez will be responsible for coordinating efforts to address the needs of the nation's nearly 13 million Hispanic students. She will continue to serve as executive director of the Center for Faith and Opportunity Initiatives at the U.S. Department of Education.
The new report from the United Nations Educational, Scientific, and Cultural Organization makes the argument that the current immigration policies of the U.S. government create too many barriers for students who are immigrants or refugees.
A team of researchers from the University of Minnesota found that using Facebook as a platform for English-language learner writing and engagement helped students build confidence, reduced inhibitions about producing written English, and paved the way for more complex language use.
The U.S. Department of Education has released a five-step guide for educators on the hunt for tech tools to support their English-language-learner students and guidance to teachers already using technology in their classrooms.