Some ELL researchers say the new ESSA law fails to make bilingualism and biliteracy a priority for all students in the United States, including English learners.
Recently in Reclassification Rates Category
January 11, 2016
December 30, 2015
With the end of the year fast approaching, here's a roundup of the 10 most popular posts on the Learning the Language blog from 2015
December 16, 2015
A study from the National Center on Time and Learning explores how extended school days boosted achievement at three high-poverty U.S. elementary schools.
December 02, 2015
The legislation would do more to hold all schools, not just those with significant ELL enrollments, accountable for the education of non-native English speaking students.
November 06, 2015
Determining when to exit students from language-learner status is a "high-stakes" decision, the authors of a new report say.
September 23, 2015
The study followed three cohorts of English-learner students in Arizona over six school years to assess their progress.
August 07, 2015
It's a question on the mind of many educators. Most researchers agree that proficiency is linked to academic success in other content areas.
November 12, 2014
In an analysis of ELLs in Los Angeles Unified, researchers found that before California toughened scoring on its English-language proficiency test, some high school English-learners may have exited services before they had reached true proficiency in the language.
September 26, 2014
A new analysis of ELL performance in some California districts by the Education Trust-West reveals a small number of districts breaking patterns of low achievement for students still learning English.
May 13, 2014
Consistent and less stringent criteria for reclassifying English-learners could lead to better long-term outcomes for the 1.4 million ELLs in California, argues a new report.