Over the past decade, English-learner enrollment in K-12 schools has increased by more than 100 percent in 11 states. While the number of ELL students is on the rise, the quality of education those students receive may not be keeping pace.
Researchers from the National Center for Research on Gifted Education visited elementary and middle schools in three states to study schools that had "exemplary" track records in spotting academically talented ELLs. Nationally, only 2 percent of English-learners are enrolled in gifted and talented programs.
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.
In a break from past practice, ACT Inc. has announced that it will begin offering accommodations for English-language learners.
Students who test out of English-language development programs continue to "struggle with the higher demands of English language arts and math," the WestEd study found.
Joining WIDA allows BIE educators to home in on one set of exams and standards to measure English-language proficiency among American Indian and Alaska Native children.
The U.S. departments of Justice and Education found that the state has failed to properly identify English-learners and prematurely labeled others as fluent in English.
Under the waiver, ELLs would take state tests but their scores would not count toward their school's overall performance until the students were proficient in English.
Federal officials granted the state's request to give its English-language learners two years in a U.S. school before counting their test scores in school grades.
The report authors contend that most English-language proficiency assessments focus on students' knowledge about English rather than their ability to use the language effectively in school.
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