The first products of a multi-district purchasing group that aims to improve curricula for English-learners are middle school math materials, designed with the goal of preparing more ELLs to take Algebra I by 9th grade.
If the "Protect Sensitive Locations Act" law gains traction in Congress, the legislation may not fully clear up confusion around the obligations that schools must balance when dealing with immigration agents: ensuring the safety and privacy of their students while still cooperating with federal officials.
In a nearly three-minute video, a pair of veteran ELL teachers outline advice on how educators can identify students' individual strengths, needs, and interests and develop lesson plans that are accessible to all English-learners.
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.