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December 01, 2016

ELLs Who Master English Early More Likely to Graduate On Time, Study Finds

An Arizona-based WestEd study found that long-term English-language learners struggled to graduate within four years of entering 9th grade.

November 07, 2016

Older ELLs Can Face Restricted Learning Opportunities

Middle- and high school-age English-learners are often linguistically and academically isolated, says Peggy Estrada, an associate research scientist at the University of California, Santa Cruz.

November 04, 2016

What Is Quality English-Learner Teaching? No One Really Knows, Researcher Says

What does it take to be a competent, high-quality teacher for ELLs? Research has yet to provide solid answers, says Patricia Gándara of the University of California, Los Angeles.

November 02, 2016

Study: Current, Former ELLs Take Fewer Advanced, College-Prep Classes

Barriers that prevent English-language learner students from taking more college-preparatory course work abound.

October 17, 2016

New York City ELL Study Offers Glimpse into National English-Learner Trends

A recently released report on English-learner reclassification patterns may hold value for ELL educators and policymakers across the nation.

October 14, 2016

Many Reclassified ELLs Still Need English-Language Support, Study Finds

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.

October 03, 2016

An Illustrated Guide to the ABCs of English-Language-Learner Education

Available in English and Spanish, the guide is designed to help parents "ask the right questions and support your child on their journey as an English-learner."

September 23, 2016

Ed. Dept. Releases ESSA Guidance for English-Language Learners

The guidance, which is non-binding, covers a range of fiscal and monitoring issues in Title III.

September 22, 2016

Teachers Should Have Say on When Students Exit ELL Status, Guidance Argues

Guidance suggests that relying on a single, high-stakes assessment when determining when students exit English-language learner is problematic.

September 20, 2016

English-Language-Learner Classification Can Impede Student Growth, Study Finds

A new study out of the University of Oregon found that designating early elementary students who are close to being proficient in English as ELLs may actually do more harm than good.

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