Curriculum

Tags: Curriculum; Reading; Writing;

• Read the Full Report

Copyright 2007 by the National Council of Teachers of English. Used with permission. Olson, C.B. and Land, R. (2007). A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School. Research in the Teaching of English, 41(3), http://www.ncte.org/pubs/journals/rte/articles/126617.htm.

Tags: Curriculum; Instructional Programs; Intervention;

Target Population: Preschool, Elementary, Middle, High School, Post-Secondary, and public in general.

Research Questions the Report Poses: This report analyzes the importance of time as the determining factor to close the educational gap that exists in minority groups — especially Latinos/Hispanics— and their peers.

Findings:

• Expanded learning time initiatives hold great promise for the rapidly growing population of school-aged English language learners.
• Among the schools profiled above that expanded learning time schoolwide, school staff stressed that the additional time was indispensable for their English learners, but that expanded learning time offers benefits for all students. The lengthened school day and week allowed for individualized or small-group instruction to target learning gaps depending on students' needs.
• Some of the best practices that have been identified to meet these challenges and support expanded learning time at the high school level are distance learning and apprenticeships, internships, and career academies that provide opportunities to earn money and school credit.
• Research on expanded learning time is limited, particularly as it pertains to English language learners. Yet initiatives and academic achievement outcomes at the schools highlighted in the report suggest that additional learning time as a whole-school reform strategy merits strong and careful consideration, particularly among schools with a large English language learner population.

Policy Recommendations:

The Center for American Progress recommends:

• the implementation of expanded learning time as a schoolwide strategy for all students.
• consideration of issues that are unique to ELLs and expanded learning, such as support of late-entrant ELLs in high schools
• support for high schools facing some unique hurdles in implementing an expanded day and year, such
• as supporting students who work after school, on weekends, and during the summer; or
• accommodating students who want to participate in extracurricular activities
• increased opportunities for distance learning, apprenticeships, internships, and career academies that provide opportunities to earn money and school credit.

• Read the Full Report

To order a hard copy of the report, contact:
John Neurohr, Deputy Press Secretary 202-481-8182 or jneurohr@americanprogress.org

Lazarin, Melissa. (2008). A Race Against the Clock. Washington, D.C. Center for American Progress.

Tags: Curriculum; Instructional Programs; Language of Instruction; Language Proficiency; Motivation; Reading; Struggling Readers; Transfer of Literacy Skills; Writing;

Target Population: Middle, High School, Post-Secondary

Research Questions the Report Poses:

• What is the available research base and practice literature to help teachers prepare ELLs to meet the standards?
• What is the quality and quantity of the research base?
• How does it contribute to efforts to improve pedagogy, curricula, and programming?
• Is there a common set of standards for writing across the nation, and if so, what is it?
• Does the research and practice literature connect to the standards? If so, how?
• Where are the gaps, if any, between the research and the standards?

Findings:

• The field of ESL is based on applied linguistics, which has historically focused on oral language and language structure, rather than writing composition. The assumption that oral language precedes and leads to written language ignores the possibility that written language can be a source for oral language development.
• Second language learning research has focused on young or elementary age learners or on higher education and international students but rarely on adolescents, especially U.S. resident and immigrant ELLs.
• The field of composition has focused on native speakers and assumes native competence of writing students, and even when L2 research began to focus on writing, it was in foreign language contexts (EFL and FL teaching) and at the college level.
• ELLs in U.S. high schools receive insufficient writing instruction in ESL; insufficient oral and structural language support in mainstream English; and insufficient content instruction prior to mainstreaming.
• Assessment of second language writing is complex and problematic; timed writing often results in significant underperformance of ELLs, and raters are overly influenced by surface level of L2 writing.
• Motivations for revision and peer interaction are based on context rather than individual learner characteristics.
• The use of computers can facilitate production and revision of written texts.
• Teacher feedback varies in effectiveness and is most successful for immigrant and U.S. resident adolescent students when it is specific (rather than global), when it identifies examples from the student's writing, when it asks for specific information from personal experience or texts, and when it uses indirect error correction (identifying error but requiring student to correct it).
• A disciplinary division of labor exists between the fields of ESL and mainstream English language arts and composition that significantly affects research, curricula, and teacher preparation.

Policy Recommendations:

• There is a need for studies that can provide a solid knowledge base on both middle and high school ELLs.
• Substantial research should be done on what works for effective writing instruction of school-age adolescent ELLs.
• Studies on successful strategies should include: classroom activities, including instruction, interaction, and reading and writing.
• Writing instruction programs need to be examined against the pattern of school structures, the knowledge base of the ESL teachers and the curriculum of the program, and the knowledge base of mainstream teachers.
• Students need to be assessed in oral and written proficiency.
• Students' and parents attitudes on satisfaction with the writing program at their school need to be surveyed.

• Read the Full Report

Fogelman, C., Harrington, M., Kenney, E., Pacheco, M., Panofsky, C., Santos, J., et al. (2005). Approaches to Writing Instruction for Adolescent English Language Learners: A Discussion of Recent Research and Practice Literature in Relation to Nationwide Standards on Writing. Providence, RI: The Education Alliance at Brown University.

Tags: American Indian ELL Students; Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Books and Other Reading Materials; Curriculum; Differentiated Instruction; Instructional Programs; Language of Instruction; Latino ELL Students; Motivation; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA;

Target Population: Middle and high school students, parents, teachers, administrators, and guidance counselors.

Research Questions the Report Poses: This article questions how important it is for higher education institutions, schools, states, and the federal government to help students prepare for post-secondary education and graduate successfully.

Findings:

• For many students, the decision not to apply for college does not reflect a lack of higher education aspirations; instead, many students are discouraged by the application process and tuition rates.
• There is a growing consensus that high schools should be accountable for what their students' outcomes are after high graduation and that high schools and governments at all levels to increase the academic readiness.
• Proper guidance and easy access to available programs of financial aid and college admission application need to be highly promoted in all states, especially for low-income students.

Policy Recommendations:

The report authors identify three strategies that the federal government and states can potentially pursue in order to help all students enter and suceed in higher education:

• Create data systems that track college readiness and attainment and build accountability.
• Support and build the capacity of high school and college educators.
• Develop strong signals and clear incentives to students about the path to college.

The federal government is encouraged to take note of the recommendations made in this article on the economic, social, and academic factors that can prevent students from attending college. In addition, policymakers at the state and federal level are encouraged to create programs that facilitate the transition from high school to college by promoting students current and future college aspirations.

• Read the Full Report

To order a hard copy of the report, contact:
Center for American Progress 1333 H Street, NW, 10th Floor, Washington, D.C. 20005

Nagaoka, Jenny; Roderick, Melissa; Coca, Vanessa. (2009). Barriers to College Attainment: Lessons from Chicago. Washington, D.C. Center for American Progress.

Tags: Curriculum; Differentiated Instruction; Instructional Programs; Intervention; Placement;

Target Population: High School

Research Questions the Report Poses: Which practices best support effective instruction of adolescent ELLs?

Findings:
A number of principles and practices support improved achievement for adolescent ELLs as well as for their native-English-speaking peers:

• A schoolwide, team-based support network: all school educators must assume shared responsibility for the achievement of ELLs
• A dual curriculum that promotes the language development of ELLs as well as their general academic needs
• Global community classrooms that find a middle ground between integrating ELLs who are recent immigrants with the general school population and segregating them in self-contained classrooms or schools
• Extended time to learn: all available time in ELLs' school day should be used for effective instruction-including the idea of implementing flexible student pathwasy
• Individual progress records: maintenance of records of individual ELLs' linguistic and academic history and ongoing progress, with easy availability teachers and other key personnel

• Read the Full Report

Rance-Roney, J. (2009, April). “Best Practices for Adolescent ELLs.” Educational Leadership. 66(7). 32-37.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Phonics; Phonological Awareness; Placement; Vocabulary; Writing;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: How do ELL students acquire literacy in a second language?

Findings:

• Instructional approaches that focus on phonemic awareness, phonics, fluency, vocabulary, and text comprehension-have clear benefits for ELLs. Like their native English speaking peers, ELLs benefit from these strategies as well as writing instruction.
• For students to become literate in English several instructional qualities need to be met including: content coverage, intensity and thorough instruction,
• ELL specific instruction, monitoring learning, and teacher preparation.
• Oral proficiency and literacy in the first language can be used to facilitate literacy development in English.
• Researchers have documented few sociocultural impacts on literacy achievement or development. However, researchers have found that home language experiences can have a positive impact on literacy achievement.

• Link to Full Report

August, D. and Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ.

Tags: Curriculum; Fluency; Instructional Programs; Intervention; Language Proficiency; Struggling Readers;

• Read the full report

Short, D., & Fitzsimmons, S. (2007). Double the Work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners– A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Tags: Curriculum;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What qualities should administrators and principals incorporate into their ELL teacher development programs? What strategies can ELL teachers themselves use in the classroom?

Findings:

• o Professional development of teachers and staff is crucial in teaching ELLs successfully.
• o Development/training should be based on data and research and ongoing; should involve collaboration; and should foster diversity and cross-cultural learning.

• Read the Full Report

To order a hard copy of the report, contact:
National Clearinghouse for English Language Acquisition. 2121 K St NW Suite 260. Washington, DC

Ballantyne, K.G., Sanderman A.R., Levy, J. (2008). Education English language learners: Building teacher Capacity. Washington, DC: National Clearinghouse for English Language Acquisition.

Tags: Comprehension; Content Areas: Science; Content Areas: Social Studies; Curriculum; Differentiated Instruction; Vocabulary;

Target Population: All

Research Questions the Report Poses: How can teachers integrate language and content in mainstream subject-matter classes to facilitate English language acquisition?

Findings:
Our mainstream subject-matter classes are becoming increasingly linguistically and culturally diverse. It is imperative that subject-matter teachers sensitize their instruction to English language learners' backgrounds and needs and teach subject-matter knowledge through language.

Policy Recommendations:

• Subject-matter teachers should systematically teach discipline-specific language. They should also pay attention to the functional use of language in classroom discussions.
• Teachers should use writing as a tool to promote language development by aligning writing assignments with language-development needs.
• Teachers also need to be aware of students' English proficiency levels and cultural and education backgrounds so they can tailor their instruction to specific language needs.

• Read the Full Report

Dong, Y.R. (2005). Educating language learners: getting at the content. Educational Leadership, 62(4), Retrieved from http://www.ascd.org/publications/educational-leadership/dec04/vol62/num04/Getting-at-the-Content.aspx

Tags: Curriculum; Instructional Programs;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What methods and programs can teachers and schools best use to help ELLs acquire both the English language and general academic competency simultaneously?

Findings:

• Some of the most important qualities in the exemplary schools are: explicit instruction, interactive learning environments, collaborative learning for language and reading development, and student engagement via culturally relevant and age-appropriate lessons and materials.
• The vast majority of schools either officially require teachers be certified in bilingual or ESL, or choose to employ a high number of staff trained in such.
• Professional development and effective instructional strategies are the two factors considered most important at all age levels (elementary, middle, high school).
• The greatest reported challenge to teaching ELLs was parent-school connections, such as the language barrier and low parent involvement.

• Read the Full Report

Rivera, M. O., Francis, D. J., Fernandez, M., Moughamian, A. C., Lesaux, N. K., & Jergensen, J. (2010). Effective practices for English language learners. Principals from five states speak. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Tags: Curriculum; Differentiated Instruction; Instructional Programs; Intervention; Placement;

Target Population: Elementary, Middle, High School

Findings:

• English language learners who need special education services are disadvantaged by the shortage of special educators who are trained to address their language- and disability-related needs simultaneously
• Improving the academic performance of students from non-English backgrounds requires a focus on the prevention of failure and on early intervention for struggling learners

• Read the Full Report

Ortiz, A. (2001). English Language Learners with Special Needs: Effective Instructional Strategies. Austin, TX: University of Texas.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Parent Involvement and Outreach / PTA; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: The paper provides an overview of research and knowledge that educators can use to create schools in which English learners thrive and achieve at high levels.

Policy Recommendations:

• Invest in building a qualified educator workforce;
• Build a meaningful accountability system for English learners;
• Assure that educators have the materials they need to deliver high quality English Language Development; and
• Demonstrate new models of successful schools for English learners

• Link to Full Report

To order a hard copy of the report, contact:
University of California
Linguistic Minority Research Institute
4722 South Hall
Santa Barbara, CA 93106-3220

Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.

Tags: Books and Other Reading Materials; Curriculum; Differentiated Instruction; Intervention; Language Proficiency; Motivation; Parent Involvement and Outreach / PTA; Reading;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses: What strategies or programs can educators adopt to create schools in which ELLs learn and thrive?

Findings:
A comprehensive system of schooling for ELLS includes the following nine elements:

• High quality and accessible preschool education
• Supports for newcomers to meet needs of transition
• A comprehensive program of English Language development
• A program providing full access to challenging curriculum
• High quality instruction and materials
• Inclusive and affirming school climate
• Valid, comprehensive, and useful assessments
• Strong family and community partnerships
• Schools structured to meet the particular needs of English learners.

Policy Recommendations:

• Invest in building a qualified educator workforce;
• Build a meaningful accountability system for English learners;
• Assure that educators have the materials they need to deliver high quality English Language Development;
• Demonstrate new models of successful schools for English learners

• Read the full report (128KB PDF)*

To order a hard copy of the report, contact:

University of California

Linguistic Minority Research Institute

4722 South Hall

Santa Barbara, CA 93106-3220

Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.

Tags: American Indian ELL Students; Asian ELL Students; Curriculum; Instructional Programs; Latino ELL Students; Motivation; Other ELL Students (Middle Eastern, African, European, etc.);

Target Population: This article targets the general population, especially those Latino and minority groups in high school or first year in college.

Research Questions the Report Poses: This article raises the question of students' academic preparation to transition from high school to postsecondary education.

Findings:

• Poor academic performance during high school due to poor academic preparation for college can predetermine the failure of students during college.
• Current research shows that to make a different in academic preparation, school administrations and teachers have to create a rigorous academic program that needs to be continuous and based on rich coursework.
• Organizations like Achieve, ACT, and the Education Policy Improvement Center are providing feedbacks for students to better their transition from high school to college.

Policy Recommendations:

• Policymakers should begin to address the importance of academic preparation for students, especially in high school, entering college.
• The federal government should be responsible of distributing and communicating the general public the steps to take to gain greater academic preparation and skills in schools.
• Policymakers should propose and manage the strategies implemented to guarantee the success of the programs.

• Read the report

To order a hard copy of the report, contact:
Center for American Progress 1333 H Street, NW, 10th Floor, Washington, DC 20005

Chait, Robin and Andrea Venezia. (2009). Improving Academic Preparation for College: What We Know and How State and Federal Policy Can Help. Washington, D.C.: Center for American Progress.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Instructional Programs; Intervention; Language of Instruction; Language Proficiency;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: The report uses the example of Coachella school district's legal battle to examine whether state assessments are appropriate accountability measures for English language learners.

Findings:
N/A

Policy Recommendations:
N/A

• Purchase Report

Dillon, N. (2005). Language Test. American School Board Journal, 192(8). National School Boards Association.

Tags: Curriculum; Intervention;

Target Population: All

Research Questions the Report Poses:

• What is the nature of summer learning loss?
• Are summer learning programs effective in improving student achievement?
• What are the elements of effective summer programs?
• How much do summer learning programs cost?
• What are the facilitators and challenges to implementing summer programs?

Findings:

• Summer learning loss, which is disproportionate and cumulative, contributes substantially to the achievement gap.
• Students who attend summer programs have better outcomes than similar peers who do not attend these programs.
• Strategies for maximizing quality, enrollment, and attendance to achieving benefits.
• Cost is the main barrier to implementing summer learning programs.
• Districts question the cost–effectiveness of summer learning programs, and many have discontinued them in response to budget cuts.
• Partnerships can strengthen summer learning programs.
• Developing and sustaining district-based voluntary summer learning programs is challenging but feasible.

Policy Recommendations:

• Invest in highly qualified staff and early planning.
• Embed promising practices into summer learning programs (such as smaller class sizes, involving parents, individualized instruction, maximizing attendance, aligning school and summer curricula, etc)
• Consider partnerships when developing summer learning programs.
• Think creatively about funding.
• Extend the research base: (study multiple outcomes beyond academic performance, cost-effectiveness, how to attract consecutive attendees, etc)
• Support consistent funding sources for summer learning programs.
• Provide clear guidance regarding the use of scarce funds.

• Read the Full Report

To order a hard copy of the report, contact:
To order RAND documents or to obtain additional information, contact Distribution Services: Telephone: (310) 451.7002; Fax: (310) 451.6915; Email: order@rand.org

McCombs, J.S., Augustine, C.H., Schwartz, H.L., Bodilly, S.J., McInnis, B., Lichter, D.S. and Cross, A.B. (2011) Making Summer Count: How Summer Programs Can Boost Children's Learning. Santa Monica, CA: RAND Corporation. Retrieved from http://www.rand.org/pubs/monographs/MG1120.

Tags: Curriculum; Instructional Programs;

Target Population: Middle, High School

Research Questions the Report Poses: What are the current writing instruction practices in American schools, and how can they be improved?

Findings:

The authors recommend explicit instruction in the following steps of the writing process:

• Setting goals
• Inquiry and analysis
• Prewriting
• Planning
• Revising
• Editing
• Summarizing
• Peer editing and collaboration
• Sentence combining
• Writing for different audiences
• Close reading a variety of models
• Writing in the content areas
• Word processing

Policy Recommendations:

The authors recommend:

• Investing in adolescent literacy at the federal level.
• Giving schools more flexibility and resources in order to schedule writing instruction.
• Encouraging states to integrate writing skills into content-area standards.
• Increasing federal support for the National Writing Project.
• Increasing federal funding for enhanced assessments that take student writing into account under No Child Left Behind accountability.
• Supporting enhanced teacher professional development in adolescent literacy.

• Read the Full Report

To order a hard copy of the report, contact:
N/A

Alliance for Excellent Education. (2007). Making Writing Instruction a Priority in America's Middle and High Schools. Washington, DC: Author.

Tags: American Indian ELL Students; Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Curriculum; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA; Placement; Rights, Parents; Rights, Students;

Target Population:

• All students in preschool, elementary, middle or high school in the Latino community.
• Parents of students attending preschool, elementary, middle or high school in the Latino community.

Research Questions the Report Poses: This article raises the question of the importance of the No Child Left Behind Act to improve the education for limited English proficient students in the Latino community.

Findings:

• Limited English Proficiency students are the fastest growing population in elementary schools in the US.
• Limited English proficient students are concentrated in a few states but are spreading rapidly throughout the nation.
• While five states—California, Texas, New York, Florida, and Illinois—are home to almost 70 percent of all LEP students in elementary school, growth in this student population has been more rapid in other destinations.
• The majority of LEP elementary school students are concentrated in a small number of schools: nearly 70 percent of the nation’s LEP students enroll in only 10 percent of elementary schools.
• The incidence of poverty and health problems is significantly higher in high-LEP than in other schools.
• Instructional contexts vary significantly across schools: high-LEP schools are more likely to offer support and remedial programs (pre-K, enrichment, after-school, summer school).
• Native language instruction is more prevalent in high- than low-LEP schools. The difference in use of other LEP-targeted instructional techniques, though significant, is less marked.
• High-LEP schools face more difficulties filling teaching vacancies and are more likely to rely on unqualified and substitute teachers than schools with few or no LEP children.
• High-LEP schools are more likely to be involved in parental outreach and support activities than schools with lower concentrations of LEP students.
• Teachers in high-LEP schools are more likely to hold ESL/bilingual certification in addition to their main certification.
• Teachers in high-LEP schools are more likely to have provisional, emergency, or temporary certification than are those in other schools.
• High-LEP schools have more new teachers than schools with fewer or no LEP students, and these teachers are substantially more likely to be uncertified than those at other schools.
• Teachers in high-LEP schools tend to report receiving more professional development than do teachers in other types of schools.
• There was a great deal of variation in the way districts with high-LEP schools implemented NCLB testing requirements in both subject areas and ELP (English Language Proficiency).
• Parents of ELL students in high-LEP enrollment schools professed to have very little knowledge of the requirements of NCLB.

Policy Recommendations:

• The U.S. Department of Education should make the development of an appropriate English language proficiency test a national priority and require its use by all states and districts.
• States should ensure that (a) policies are in place to conduct subject matter testing of ELL students using appropriate tests and accommodations and (b) reasonable exemptions are granted.
• The inclusion of pre-K education should be considered in the reauthorization of NCLB. While it is evident from our study that NCLB is changing pre-K education in high-LEP schools, including this component of the educational system in the law would enforce and standardize these changes across all districts and states.
• The NCLB provisions for school choice and Supplemental Educational Services (SES) should be reexamined. These provisions do not seem to be having the intended effect and their feasibility and effectiveness should be studied.
• Teacher Quality
• Districts should assume responsibility for the training and professional development of teachers—including bilingual/ESL teachers—to assist them in meeting the NCLB requirements for high-quality teachers. This assistance might include working with local colleges to increase the production of high-quality bilingual/ESL teachers and to offer courses in areas where current teachers need to acquire credits for certification. Local colleges and alternative certification programs should be encouraged to incorporate courses on ELL instruction as part of the required general teacher education curriculum. These courses should be required for certification or employment of all teachers, at least in high-ELL-enrollment districts but preferably in all districts.
• More effective strategies are needed for conducting parental outreach and information efforts with parents of ELL students. Districts and schools must acquire a greater understanding of effective strategies to reach this group of parents, who face many barriers to understanding the requirements of NCLB and their role in supporting its goals.

• Read the Full Report

To order a hard copy of the report, contact:
The Urban Institute 2100 M Street N.W. Washington, D.C. 20037

Consentino de Cohen, Clemencia and Beatriz Chu Clewell. (2007). Putting English Language Learners on the Education Map: The No Child Left Behind Act Implemented. Washington, D.C. The Urban Institute.

Tags: Curriculum; Intervention;

Target Population: Preschool, Early Education

Research Questions the Report Poses:

• What is the relationship between children's school readiness skills at kindergarten entry and reading and mathematics achievement through the fifth grade?
• What kindergarten program factors predict the development of nonacademic school readiness skills?
• In particular, is attendance at a full–day program related to nonacademic school readiness?

Findings:

• After controlling for nonacademic readiness at kindergarten, children who had attended a full–day program at kindergarten showed poorer mathematics performance in fifth grade than did children who had attended a part–day kindergarten program.
• Attendance in a full–day kindergarten program was negatively associated with attitudes toward learning, self–control, and interpersonal skills, and was positively related toward internalizing (measured by a scale indicating presence of anxiety, loneliness, low self–esteem, and sadness) and externalizing behaviors.
• With the exception of class size (the effect of which was counterintuitive), few kindergarten program features were related to nonacademic readiness skills.
• Instead, positive home background factors, such as higher income and higher parental involvement with the school, were associated with all five dimensions of nonacademic school readiness skills.
• Higher income and more parental involvement were positively related to a child's attitudes toward learning, self–control, and interpersonal skills and negatively predictive of internalizing and externalizing actions.
• Our analyses reinforce the findings of earlier studies that suggest that full–day kindergarten programs may not enhance achievement in the long term. Furthermore, our study raises the possibility that full–day kindergarten programs may actually be detrimental to mathematics performance and nonacademic readiness skills.
• Our results also suggest that investments in the development of nonacademic school readiness skills may not only raise overall achievement but may also narrow the achievement gap between minority and white students. Indeed, on average, white students enter kindergarten with better nonacademic skills than do blacks and Hispanics.

Policy Recommendations:

• This suggests that interventions that aim to improve family circumstances, including programs designed to enhance parenting may be one way of improving children's academic success.
• Focus on enhancing nonacademic readiness skills of minority students in order to narrow the achievement gap.
• Ultimately, the decision of where policymakers should direct funds needs to be guided by a cost–benefit analysis that compares investments in full–day kindergarten programs with investments in other potential types of interventions, such as those that promote nonacademic readiness skills.

• Read the Full Report

To order a hard copy of the report, contact:
To order RAND documents or to obtain additional information, contact Distribution Services: Telephone: (310) 451.7002; Fax: (310) 451.6915; Email: order@rand.org

Le, V., Kirby, S.N., Barney, H., Setodji, C.M., Gershwin, D. (2006). "School Readiness, Full–Day Kindergarten, and Student Achievement." Santa Monica, CA: RAND Corporation. Retrieved from http://www.aecf.org/upload/publicationfiles/ec3624j67.pdf.

Tags: Curriculum; Instructional Programs; Language Proficiency; Latino ELL Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: "Why do California elementary schools serving similar proportions of low-income, Spanish speaking EL students differ by over 250 points on California's new EL Academic Performance Index score? What school practices can help explain this API gap?"

Findings:

• One practice strongly correlated with a higher EL-API among our sample of elementary schools was the extensive use of student assessment data by the district and the principal in an effort to improve instruction and student learning.
• EL-API performance was higher in schools where principals reported that a larger proportion of their teaching staff had qualities such as a demonstrated ability to raise student achievement, strong content knowledge, and others.
• Higher EL-API was correlated with schools in which teachers reported most strongly that there is school-wide instructional consistency within grades, curricular alignment from grade-to-grade, and that instruction is based upon state academic standards.
• A shared culture within the school regarding the value of improving student achievement and a sense of shared responsibility for it seems to distinguish the higher performing schools in our sample based on EL—APIs.
• A school's outreach to parents, encouragement of teacher collaboration, and enforcement of positive student behaviors (like attendance and tolerance) have long been recognized as important contributors to the student and professional culture at a school.

Policy Recommendations:

• California should "stay the course with its reforms" to make sure that "curriculum programs and state standards tests are well aligned with the state's academic standards."
• School districts need to provide "better assessment and other data on their students in easy-to-access formats"
• Hire more administrators to try to adjust the highest-in-the-nation pupil-to-administrator ratio in the country
• Professional development needs to provided to ensure that teachers have the resources they need to effectively combat the challenges that educating ELL students provides

• Read more about this report
• Download full report (1.1MB PDF)*

To order a hard copy of the report, contact:
n/a

Williams, T., Hakuta, K., Haertel, E., et al. (2007). Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource.

Tags: Curriculum; Intervention; Latino ELL Students;

Target Population: High School, Post-Secondary

Research Questions the Report Poses: not specified

Findings:

• 158,000 Hispanic students took the ACT in 2010, an increase of 84% since 2006. Hispanic students represent 10% of the ACT-tested graduates.
• 68% of ACT-tested Hispanic high school graduates took at least a minimum core high school curriculum to prepare them for college, compared to 74% of whites and 81% of Asian American/Pacific Islander ACT-tested high school graduates.
• Average ACT Composite scores for Hispanic graduates' remained the same while American Indian/Alaska Native, Asian American/Pacific Islander, and White graduates increased between 2006 and 2010.
• None of the College Readiness Benchmarks were met by at least 50% of Hispanic graduates. While 39% of Asian American graduates and 30% of White graduates met benchmarks in all four subjects, only 11% of Hispanic graduates attained such.
• 77% of Hispanic graduates aspired to attain either a graduate/professional or a bachelor's degree, compared to 85% of white graduates.

Policy Recommendations:

• States should adopt fewer-but essential-learning standards as their new high school graduation standards, and those they adopt must lead to college and career readiness.
• States should adopt a rigorous core curriculum for all high school students whether they are bound for college or work.
• States must define "how good is good enough" for college and career readiness.
• Having appropriate and aligned standards, coupled with a core curriculum, will adequately prepare high school students only if the courses are truly challenging.
• States should begin monitoring student academic performance early to make sure younger students are on target to be ready for college and career.
• States need to establish longitudinal P-16 data systems.

• Read the Full Report

ACT Inc. (2010). The condition of college & career readiness: 2010. ACT Inc. Retrieved from: http://www.act.org/research/policymakers/cccr10/pdf/ConditionofCollegeandCareerReadiness2010.pdf

Tags: Comprehension; Curriculum; Language Proficiency; Reading; Struggling Readers; Vocabulary; Writing;

Target Population: All

Research Questions the Report Poses: What are the needs of ELLs? How can teachers address these needs?

Findings:

• Teachers need to get to know their students and about their home situations in order to be most effective.
• Writing well in English is often the most difficult skill for English language learners to master. Thus teachers should be aware that English language learners may not be familiar with standard American writing procedure like drafting, revision, editing, workshop, conference, audience, purpose, or genre.
• The best way to help students learn both English and the knowledge of school subjects is to teach language through content.

Policy Recommendations:

• Colleges and universities should offer pre-service teachers preparation in teaching ELLs including coursework in language acquisition, second language writing and readings, and culture classes.
• High school English departments should integrate programs that welcome and help acculturate late-arrival immigrant and refugee students with low literacy skills.
• The report also provides numerous practical recommendations for strategies in the classroom in various subjects.

• Read full report

To order a hard copy of the report, contact:
The National Council of Teachers of English 1111 W. Kenyon Road, Urbana, IL 61801-1096 Phone: 217-328-3870 or 877-369-6283 Fax: 217-328-9645

NCTE ELL Task Force. (2006). NCTE Position Paper on the Role of English Teachers in Educating English Language Learners. National Council of Teachers of English: Urbana, IL.

Tags: Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language Proficiency; Phonics; Phonological Awareness; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: What does research tell us about teaching reading to English Language Learners?

Findings:

• Literacy in the native language is an advantage.
• ELLs cannot develop phonological awareness in English until they are familiar with the sounds of English; once phonological awareness has developed in any language, it transfers to other languages that are learned.
• Systematic phonics instruction can be very effective in helping ELLs learn to decode words: the most effective reading programs for ELLs combine systematic phonics instruction with a print-rich environment that provides exposure to appealing reading materials in varied genres.
• ELLs cannot achieve fluency in oral reading before they have achieved fluency in speaking: self-consciousness about accents and errors can affect reading fluency.
• ELLs need more vocabulary instruction than their native-speaking peers, with different vocabulary words and vocabulary teaching techniques.
• ELLs are more likely than native speakers to lack the background knowledge necessary for understanding texts

Policy Recommendations:

• Substantial coverage of the five essential elements of reading instruction-phonemic awareness, phonics, fluency, vocabulary and comprehension-helps.
• Reading programs for ELLs should include intensive language development as well as instruction in literacy strategies and skills.
• Instruction needs to be adjusted to meet the needs of ELLs.

Irujo, S. (2007). What Does Research Tell Us About Teaching Reading to English Language Learners? Haverhill, MA: The ELL Outlook.

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Curriculum; Instructional Programs; Language of Instruction;

Target Population: Preschool, Elementary, Middle, High School

Research Questions the Report Poses:

• What types of programs should we provide for ELLs?
• Which programs are effective?
• How long should children be in these programs?
• Has Proposition 227 in California created gains for ELL students in the state?

Findings:

• Reviewing California data indicates that Proposition 227 has not resulted in major gains for ELLs.
• The implementation of one-year English immersion programs raises "significant legal questions" as well as civil rights questions.
• Inappropriate assessment for ELLs can result in students not receiving appropriate services and instruction and may also affect a student's likelihood of graduating from high school.

Policy Recommendations:

The authors recommend:

• Including language support programs as part of a comprehensive ELL strategy.
• Giving parents and schools flexible options for implementing language support programs.
• Clarifying the goals of federal language support programs so that schools can align instruction.
• Supporting appropriate evaluations to determine when children are ready to transition out of ELL/bilingual classes.
• Increasing accountability for schools and districts regarding achievement, assessment, and graduation rates.
• Focusing on improved instruction for ELLs and additional funding to support better instruction / professional development
• Supporting additional research to evaluate language support programs, assessment, and accommodations.
• Disseminate research-based information to policymakers.

• Link to Full Report

To order a hard copy of the report, contact:
The Civil Rights Project 124 Mount Auburn Street, 500 North Cambridge, MA 02138

Ma, J. (2002, September). What works for the children? What we know and don't know about bilingual education. Cambridge, MA: The Civil Rights Project Harvard University.