Principals have the power to ensure English-language learners get an equitable education, but many don't realize how much influence they wield, a new study on school leadership concludes.
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February 06, 2019
February 01, 2019
New research shows that requiring struggling English-learners to repeat 3rd grade could boost their academic trajectories, helping them learn English faster and take more advanced classes once they reach middle and high school.
June 04, 2018
The Migration Policy Institute published the first in a series of reports that aim to educate parents, policymakers, and the public about how to find and use data to examine whether schools are adequately serving their English-language-learner students.
May 30, 2018
More than half of states' ESSA plans intentionally set lower academic goals for English-learners, at least seven states have plans that flout key provisions of the federal education law, and nearly 20 percent of state plans allow schools to earn high ratings even if ELLs are struggling, according to new policy briefs.
November 22, 2017
The dual-language classes paved the way to English-proficiency for non-native speakers. The findings are consistent with other research that touts the benefits of two-way language instruction.
November 09, 2017
Recent research offers conflicting views on a critical topic: How should educators classify ELL students who are on the cusp of English proficiency?
August 11, 2017
From reports about efforts to create quality learning materials for ELLs to tips on how to help students develop literacy skills, here are some stories that caught our eye this month.
July 28, 2017
For time-crunched educators looking for tips and insights on their work with English-language learners, we've curated our second summer reading list.
May 19, 2017
A Teaching Tolerance primer on helping ELL students and their families offers advice on topics ranging from family engagement and anti-bias strategies to classroom culture and instruction.
March 17, 2017
Recent changes in federal law require all states to standardize how they identify and reclassify ELLs; a researcher says it may prove difficult.