I am away from work for one week. Please look for a new post on this blog the week of March 28....
Eva Moskowitz, the CEO of the Success Charter Network in New York City, is criticizing schools in the Big Apple for taking too long to teach students with limited English skills to learn the language.
On two social factors that help to determine the well-being of children, children of immigrants stack almost as well or better than their native-born peers.
A charter operator in Massachusetts is taking advantage of a new law that requires public schools to turn over contact information of parents and the languages they speak to charter operators.
Los Angeles Mayor Antonio Villaraigosa is urging charter operators to get involved in turning around low-performing schools and enroll more English-language learners and students with disabilities to prove they aren't "cherry-picking."
The Washington-based D.C. Language Access Coalition held a workshop to inform ELLs and immigrant students of their rights under a local language-access act.
In Utah, 39 percent of ELLs in 10th grade who meet the state's standard to be redesignated as fluent in English on the state's regular content test do not meet the bar for English fluency on the state's English-language-proficiency test.
The Regional Educational Laboratory Midwest is hosting a series of webinars on best practices for educating ELLs in a rural setting.
Some education advocacy groups have been persistent in pushing school districts to communicate effectively with immigrant parents who speak little or no English.
The U.S. Department of Education's office for civil rights is posting agreements online that are forged between the office and school districts resulting from compliance reviews or investigations of complaints.