The U.S. Department of Education is taking the unusual step of giving a single, tribal school flexibility from mandates of the No Child Left Behind Act.
The district is reaping the benefits of its expanding commitment to bilingual education, but the graduation rates and state test scores of language-learners are still falling below expectations.
A Wisconsin district has increased its percentage of Native teachers and is seeing improved outcomes for students.
Amid growing criticism of his "extended foreign language" program, Superintendent Alberto Carvalho will convene a task force to develop proposals that could roll out during the 2016-17 school year.
The focus has shifted from "the whats of language," namely vocabulary and grammar, to "doing" with language by engaging with academic content, said Kenji Hakuta, a Stanford University professor.
The New America Foundations hopes the glossary will pin down what educators mean when they talk about dual-language learners, English-language learners, long-term English learners, and other groups of students.
For two years, the district failed to give a required English placement test to about 1,200 students who reported speaking a language other than English at home.
A major goal of the BIE reorganization is to shift its role from a provider of education to overseeing tribal communities that will eventually run their own schools.
To earn the seal, D.C. students must demonstrate "cultural and communicative competency" in English and another language.
The legislation signed by Gov. Steve Bullock will fund new language immersion programs in five Montana school systems and subsidize already-existing language preservation efforts.