Grantmakers for Education has observed that issues affecting ELLs are off the radar screen for most funders.


Three groups of funders have joined together to host a meeting in New York City next week about strategies for making English-language learners a high priority among grantmakers and policymakers.


Researchers Sharon Vaughn and Alba Ortiz have summarized in a straightforward way what is known about how to apply "response to intervention" to English-language learners in an article posted at Colorín Colorado.


USA Today has published a story about the lack of clarity regarding how police working in schools in Arizona should carry out the state's new immigration-enforcement law, which goes into effect July 28.

An Arizona lawmaker is poised to introduce a bill that would deny U.S. citizenship to children of illegal immigrants born in Arizona.


The Los Angeles Unified School District didn't improve its rate for reclassifying English-language learners as fluent in the language this last school year over the previous two school years.


A Bronx elementary school didn't provide 75 students who hardly knew English with any special help to learn the language for most of last school year, according to a story in the New York Daily News.


The What Works Clearinghouse has found the Read Well curriculum for kindergartners and 1st graders to have "potentially positive effects" on English-language development for English-language learners.


A paper from the Lexington Institute released this month makes the case that school choice programs can help close the achievement gap in the United States between Latinos and all students.


A Dallas Morning News story makes the case that the Dallas community has been losing activists who advocate for minority students with a decline in enrollment of African-American students.


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