A report recommends that if educators become aware that a student is undocumented, they should talk with the student about how to pursue legal status.
Members of the U.S. House of Representatives and Senate are expected to take steps to reconsider the DREAM Act this week.
Educators in Illinois are wrestling with what a strong bilingual education should look like in implementing the state's new mandate to provide bilingual education in preschool.
New York State has released guidance for how to implement "response to intervention" that includes considerations for using the educational approach with English-language learners.
The U.S. Congress has not yet given undocumented students across the country a break by passing the "DREAM Act," but the California Supreme Court has boosted opportunities for high school graduates without papers in that state by upholding a law enabling them to pay in-state tuition rates at state colleges and universities.
I won't be updating my blog while I'm on the road for a couple of days. Look for new posts next Wednesday, Nov. 17.
Rosalinda B. Barrera, the new director for the Education Department's office of English-language acquisition, oversees about $56 million of the $800 million funds for Title III, the section of the No Child Left Behind Act authorizing funds for English-language acquisition programs.
Educators at Lanier High School in Austin, Texas, credit a professional-development program developed by WestEd as helping teachers to narrow the gap between English-language learners and other students.
My colleague Alyson Klein reports a rumor over at Politics K-12 that Melendez, the assistant secretary for elementary and secondary education is on the short list for the superintendency in Los Angeles.
Mitchell D. Chester, the commissioner of elementary and secondary education for Massachusetts, has sent a memo to superintendents of school districts in his state asking them to focus on closing the achievement gap between English-language learners and non-ELLs.