The dual-language classes paved the way to English-proficiency for non-native speakers. The findings are consistent with other research that touts the benefits of two-way language instruction.
Recent research offers conflicting views on a critical topic: How should educators classify ELL students who are on the cusp of English proficiency?
"Parents should not be treated as a monolithic group when designing and implementing school choice policies," a new Rice University research brief concludes.
A new report from the Migration Policy Institute report examines the key challenges middle and high school educators face in meeting the needs of these students and outlines strategies to help them meet their goals.
Federal law established through a 1982 U.S. Supreme Court decision makes clear that schools and districts cannot adopt enrollment policies that deny or discourage children from enrolling because of immigration status.
Nationally, there are 18 million children who live with immigrant parents; an estimated 5 million of those children have at least one parent who is undocumented.
The dual-language-learner population in the United States has grown by about 24 percent since 2000, and now represents about 32 percent of children ages 8 and younger.
Congressional Democratic leaders have rejected Trump's demands, saying it shows the administration "can't be serious about compromise."
New research finds a distinct language-learning benefit for people who grew up bilingual or learn another language at an early age.
A new brief guides readers through sections in state plans that address English-learner accountability, outlining 33 key questions that educators and advocates should ask.