Instructional Programs

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

Target Population: Elementary and Middle School

Research Questions the Report Poses: Are English language learning students remaining in English learning classes too long? What is the benefit of transferring ELLs into mainstream English classes?

Findings:

• Improved academic outcomes in high school are associated with reclassification into mainstream English classes.
• Reclassification as late as 8th grade is still proven to be effective in improved academic outcomes.
• A large number of students who were not reclassified by 8th grade have been in the same school district since at least 1st grade.
• Students who are reclassified ELLs outperform English only students on important indicators.
• Reclassified ELLs performed better on standardized exams, were less likely to drop out of high school, and more likely to take an AP exam.

Policy Recommendations:

• Increase the amount of resources to help early English language learning.
• Persist with English language learning in middle school.
• Emphasize reclassification into mainstream English classrooms.

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To order a hard copy of the report, contact:
For the full report, please visit www.trpi.org

Flores, E., Painter, G., Harlow-Nash, Z., & Pachon, H. (1999, October). Que pasa? Are English language learning students remaining in English learning classes too long? The Tomas Rivera Policy Institute, Retrieved from http://www.trpi.org/PDFs/LAUSD%20Policy%20Brief.pdf

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.

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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: Instructional Programs; Intervention; Latino ELL Students; Motivation;

Target Population: Post-Secondary

Research Questions the Report Poses: What are ways to increase the number of Latino STEM graduates?

Findings:

• The U.S. Department of Education reports that nearly 60% of Latinos in the American higher education system are enrolled in a community college. Of these students, 56% attend Hispanic-serving community colleges.
• Recent data from NSF shows that nearly 44% of all STEM B.S. degree holders attend community college at some point in their career.

• Read The Full Report

Dowd, A.C., Malcom, L.E., & Bensimon, E.M. (2009). Benchmarking the success of Latino and Latina students in STEM to achieve national graduation goals. Los Angeles, CA: University of Southern California.

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

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

Tags: Instructional Programs;

Target Population: Preschool, Elementary, Middle, High School, Post-Secondary

Research Questions the Report Poses:

• How should special educators (those who work with ELLs, students with disabilities, etc.) be evaluated?
• How should the current evaluation system be altered to accommodate these teachers?
• When crediting teachers for student learning (employing a value-added evaluation system or other growth measure), how should the individual contributions of teachers acting in a co-teaching or consultant role be determined?
• How can the contributions to student achievement be accurately measured for teachers instructing special populations for which alternative standards and/or assessments are used?
• Are the key features of teacher effectiveness different for specialized personnel, such as special education teachers and ELL specialists, and should those unique features lead to additional or different content on observation protocols, student growth assessments, or alternative instruments?
• When rating special education teachers and ELL specialists using an observation protocol or alternative instrument, what special training, if any, do evaluators need?

Findings:

• Most teacher evaluation systems are still local though state involvement is increasing
• 15 states have no requirements for preparation programs to prepare teachers for working with ELLs
• Standards that promote practices that support the education of students with disabilities and ELLs are strengthening
• Most state and district level current evaluation systems don't allow for a modified evaluation process special education teachers and that most contractual agreements also don't allow for modification of evaluation

Policy Recommendations:

• Include special education and ELL administrators and teachers when revamping/designing evaluation frameworks
• Identify a common framework that defines effective teaching for all teachers. Where appropriate, include differentiated criteria/expectations for special education teachers and ELL specialists
• Integrate evidence-based practices for students with disabilities and ELLs into evaluation models
• Establish a culture of collaboration, trust, and empowerment in which clear expectations of performance are explicitly stated and expected.
• In addition to-or, in some situations, in the absence of-appropriate standardized assessment data, incorporate other concrete evidence of teacher's contributions to student learning into the teacher evaluation system
• Improve data quality
• Ensure that the evaluation framework can identify and provide the professional development needs of special educators and ELL specialists and detect improvements in practice resulting from sustained, job-embedded professional development
• Establish evaluator training that includes explicit training on the specific teacher effectiveness measures used with special educators establishing a model in which peer-to-peer observations or evaluators are matched to a specific discipline
• Offer a checklist or rubric that offers selection criteria for evaluation models and includes specific standards for special educators and ELL specialists
• Support research in determining means to construct and validate value-added scores for teachers working with students on alternative standards
• Consider modifying existing statutes and/or policy to allow for modifications in the evaluation of special educators and ELL specialists
• Collaborate with teacher preparation programs to ensure that evidence-based practices are incorporated into teacher preparation coursework and professional development activities

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Croft, A., Goe, L., Holdheide, L.R., & Reschly, D.J. (2010, July). "Challenges in Evaluating Special Education Teachers and English Language Learner Specialists." National Comprehensive Center for Teacher Quality. Retrieved August 2, 2010 from: http://www.tqsource.org/publications/July2010Brief.pdf

Tags: Bilingual Instruction; Instructional Programs; Intervention; Reading; Vocabulary;

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Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.

Tags: Books and Other Reading Materials; Instructional Programs; Intervention; Placement; Rights, Students;

Target Population: All

Research Questions the Report Poses:

• What are the demographics of LEP and LEP students with disabilities?
• What kind of instructional services do LEP and LEP with disabilities receive, and how do they align with statewide standards?
• What are the outcomes of LEP and LEP with disabilities?

Findings:

• In 2001–02, LEP comprised 8.4 % of the student population, with the majority in lower elementary grades.
• Spanish is the most common native language of LEP by far.
• Although the largest portion of the LEP student population is enrolled within only a few districts, there are many districts across the U.S. serving small numbers of LEP students.
• Instructional services for LEP vary greatly, especially in the areas of extent of services provided, and extent of use of native language, and for Sp–Ed LEP–services provided outside vs. inside the classroom.
• There has been a shift in the past 10 years in LEP instructional services toward services provided in English.
• There has been a dramatic increase (350%) in the number of teachers who work with at least one LEP student from '92–'02.
• 6/10 teachers who worked with three or more LEP students reported a median of four hours of relevant in–service training.
• District coordinators reported that the instruction LEP and Sp–Ed LEP students received was less aligned with State standards than that of non–LEP students.
• Many school districts and schools had considerable difficulty in providing a count of SpEd–MEP students.
• Fewer LEP students were in special education than the entire student population as a whole. (9.2& vs. 13.5%)
• Compared to LEP students, SpEd–MEP students are less likely to receive LEP instructional services, and more likely to receive instruction in English.
• Instructional services for Spanish–language SpEd–MEP students differed from services received by SpEd–MEP students from other language backgrounds.

Policy Recommendations:

• As mainstream classes become more diverse, in ethnicity, English proficiency, and instruction, teachers and aides face new challenges, which should be answered with additional training.
• Districts should keep better records on LEP and former LEPs, and consider both when analyzing student outcomes.
• Schools need to determine as early as possible if students' difficulties stem from second language learning or from a disability, and provide support accordingly.
• Further efforts are needed to define effective instruction for SpEd–MEP students, and to promote increased collaboration across the LEP and special education programs in providing SpEd–MEP services.

• Read the Full Report

U.S. Department of Education. (2002). To assure the free appropriate public education of all children with disabilities: Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Act. Washington, D.C.: U.S. Department of Education.

Zehler, A. M., Fleischman, H. L., Hopstock, P. J., Pendzick, M. L., & Stephenson, T. G. (2003). Descriptive study of services to LEP students and LEP students with disabilities (No. 4 Special topic report: findings on special education LEP students). Development Associates, Inc.: Arlington, VA.

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; 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.

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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: Content Areas: Social Studies; Instructional Programs; Language of Instruction; Vocabulary;

Target Population: Elementary, Middle School

Research Questions the Report Poses: What are effective social studies instruction to promote knowledge acquisition and vocabulary learning of English?

Findings:
The unique learning needs of adolescent English language learners demand that effective second language instruction be embedded in content area classes. This, in turn, requires building secondary educators’ knowledge base and capacity to deliver instruction that supports literacy and content learning. Research findings from CREATE thus far indicate that it is possible to improve the quality of social studies instruction to better meet the needs of English language learners and to improve their performance without delaying learning for English-speaking monolingual students, who are often in the same content area courses. Considering the number of readers in upper elementary and middle school classrooms who struggle with academic language and grade-level textbooks, these recommended social studies practices can and should be incorporated into content area teaching. Providing instructional supports that target both content and English language learning objectives in English-only settings makes effective strategy instruction accessible to all students. Class-wide interventions may serve to supplement the skills of many, while possibly preventing the difficulties that arise for some older second language learners and others prone to struggling with content area text and academic and content-specific vocabulary.

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Reutebuch, C.K. (2010, December). Effective Social Studies Instruction to Promote Knowledge Acquisition and Vocabulary Learning of English. CREATE. Retrieved January 14, 2011 from: http://www.cal.org/create/resources/pubs/effective-social-studies-instruction.html

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

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

Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Language Proficiency; Phonics; Phonological Awareness; Placement; Spelling; Transfer of Literacy Skills; Vocabulary;

Target Population: Preschool, Elementary

Research Questions the Report Poses: In spite of the debate over bilingual versus English-only education, the fundamental question remains: What are the best ways to teach English literacy to English language learners, and what rate of achievement in English is realistic to expect?

Findings:

• ELLs need the same kind of reading instruction that works for native speakers, more of it, and they need to be watched carefully so they get help adjusted to their language development needs as soon as they encounter problems;
• ELL students can learn basic English reading skills in two years, but their chances of falling behind later in school are greater than native English speaking children;
• There is no evidence that the extra teaching that ELLs need can be effectively offered in "pullout" programs that are not closely integrated with the main literacy program;
• ELLs benefit from lengthening the school day and/or year; and
• ELLs need teachers who can deliver reading instruction shown to be most effective, and these teachers need intensive professional development

Policy Recommendations:

• Give English language learners extra time and instruction in literacy, either through longer school days or extended years;
• Assign the best teachers to English learners and provide professional development in effective teaching strategies;
• Use proven techniques for teaching basic word recognition skills, including phonics and phonological awareness;
• Provide lots of practice reading and frequent assessments to pinpoint children's reading strengths and weaknesses;
• Provide structured academic conversation, built around books and other subject matter activities to build vocabulary and comprehension; and
• Provide several years of intensive, high-quality instruction to help students master the vocabulary, comprehension, and oral language skills that will make them fully fluent in speaking, reading, and writing English.

• Download research brief (89KB PDF)*

Resnick, L.B., Ed. (2004). English Language Learners: Boosting Academic Achievement. Research Points, 2(1). American Educational Research Association: Washington DC.

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: Instructional Programs;

Target Population: Preschool, Elementary, Middle, High School, and Post-Secondary Schools. Educators and prospective educators.

Research Questions the Report Poses:

• Why should states work to ensure that every student has an effective teacher? What does that mean?
• What is the federal role in that process?
• What can the states to work toward ensuring every student has access to an effective teacher?

Findings:

Report authors identify the following strategies for ensuring teacher effectiveness:

• Analyze and report on the distribution of teachers between schools using value-added estimates and other measures.
• Design a model evaluation system for measuring teacher effectiveness and improving teacher performance.
• Support programs that offer financial incentives to effective teachers in high poverty schools.
• Provide funding and models for recruitment and preparation programs that are specifically targeted to high needs schools.
• Provide an induction and mentoring program for new teachers in high-poverty schools.
• Require schools to report their budgets by actual expenditures, rather than positions.

Policy Recommendations:

At the state level, report authors encourage state officials to:

• identify more stable sources of funding for teacher effectiveness initiatives in the long-term
• take note of the other states' programs and share ideas
• monitor the programs currently implemented in each county to ensure the correct distribution of effective teachers.

• Read the Full Report

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

Chait, Robin. (2009). Ensuring Effective Teachers for All Students. Washington, D.C. Center for American Progress.

Tags: Instructional Programs; Phonics; Phonological Awareness;

Target Population: Preschool, Elementary

Research Questions the Report Poses:

• Is it possible to accelerate phonemic awareness and skills in ELL children by using a specified whole class teaching procedure ("Phonics Handbook") for 12 weeks during the first year of formal schooling?
• If so, does this acceleration lead to more successful development of reading and spelling skills at the end of the second year at school?

Findings:

• Early, structured, focused and rapid teaching of phoneme segmentation and blending skills and of grapheme–phoneme correspondences does accelerate development of these skills and acquisition of this knowledge in 5–year–olds, including ELLs.
• Acquiring these skills and developing reading and writing abilities early (at beginning of formal schooling, if not before) gives students a long–term advantage in school.
• Most children can very rapidly acquire the concepts and knowledge taught, and can do so without the necessity for small–group teaching.
• Because the materials used here were designed by a teacher for teachers to use, the positive results demonstrate that teachers need very little training or support to use these materials to good effect.

Policy Recommendations:
None given

• Read full article

Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner–city second language learners. British Journal of Educational Psychology, 69, 587-605.

Tags: Differentiated Instruction; Instructional Programs; Intervention;

Target Population: High School

Research Questions the Report Poses: How do high schools with exemplary achievement growth achieve such results? In particular, how do they improve instruction?

Findings:

• Accepted their responsibility to lead the change process.
• Declared the purposes of the work in mission statements that focused on a few key ideas and priorities that stakeholders could understand and embrace.
• Designed strategies, plans, capacity, and incentives for broadly inclusive adult learning.
• Developed and refined quality standards for judging teacher and student work.
• Skillfully and relentlessly implemented plans, monitored quality, and provided appropriate supports and incentives.

• Read the Full Report

How High Schools Become Exemplary: Ways That Leadership Raises Achievement and Narrows Gaps by Improving Instruction in 15 Public High Schools. (2009). Achievement Gap Initiative (AGI) at Harvard University. Retrieved January 6, 2011 from: http://www.agi.harvard.edu/events/2009Conference/2009AGIConferenceReport6-30-2010web.pdf

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: Instructional Programs; Intervention; Language Proficiency; Latino ELL Students; Parent Involvement and Outreach / PTA; Placement; Rights, Students;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: This issue brief is designed to help inform future dialogue on assessment and accountability. The brief examines the progress and manner in which states have implemented the federal law's accountability and testing provisions with respect to ELLs.

Findings:
NCLB implementation with respect to ELLs has failed to live up to the law's promise. State and district accountability systems not only must include ELLs, they must be implemented in a way that effectively closes the existing academic achievement gap for ELLs.

Policy Recommendations:

• The U.S. Department of Education should increase research and investment in the development of a range of appropriate assessments and testing accommodations, including native-language and simplified English tests for ELLs.
• The U.S. Department of Education should provide firm guidance to states regarding the law's directive to assess ELLs "to the extent practicable, in the language and form most likely to yield accurate data."
• With enforcement by the U.S. Department of Education, states and districts must continue to assess ELLs and include them in AYP determinations.
• The Administration and Congress should fine-tune the definition of AYP for ELLs.
• The U.S. Department of Education and Congress should enhance accountability measures for secondary ELLs, particularly late-entrant ELLs. The U.S. Department of Education, states, and districts should improve reporting of assessment data and other AYP indicators to parents of ELLs.
• The U.S. Department of Education and Congress should ensure equitable access to supplemental services for ELLs.
• The President and Congress must increase the federal investment in English language learner programs (Title III).
• The U.S. Department of Education should increase its investment in the development of assessments for ELLs The President and Congress should increase federal support for Parent Assistance Programs.
• States should ensure fiscal equity in their education finance systems, with adequate inclusion of resources for ELLs.

• Go to full report

To order a hard copy of the report, contact:
The National Council of La Raza (NCLR)
Attention: Office of Publications
Raul Yzaguirre Building
1126 16th Street, NW
Washington, D.C. 20036
Tel: 202.785.1670
Fax: 202.776.1794

Lazarín, M. (2006). Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act. National Council of La Raza: Washington, DC.

Tags: Comprehension; Instructional Programs; Intervention; Language Proficiency; Latino ELL Students; Placement; Writing;

Target Population: Middle, High School, Post-Secondary

Research Questions the Report Poses: What issues should states consider to improve schooling for English language learners?

Findings:

• ELLs need high quality instruction focused on advanced literacy skills and not just on language acquisition; and
• Immersion-only programs lead to increased special education placements
• Latino ELLs are overrepresented in special education and lower tracked classrooms;

Policy Recommendations:

• States and districts need to redesign literacy work for ELLs in high schools to change from remediation to academic enrichment; and
• States and districts need to ensure that ELLs participate in rigorous, college preparation courses and receive support so that they can succeed in these courses

• Link to Full Report

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

Koelsch, N. (2006). Improving literacy outcomes for English language learners in high school: Considerations for states and districts in developing a coherent policy Framework. National High School Center .

Tags: Bilingual Instruction; Books and Other Reading Materials; Comprehension; Differentiated Instruction; Instructional Programs; Motivation; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary;

Target Population: Elementary School

Research Questions the Report Poses: What are the most effective ways to teach vocabulary to diverse learners?

Findings:
This article focuses on strategies and techniques for integrating vocabulary into the classroom. Some of the vocabulary areas covered are:

• Synonyms
• Antonyms
• Compound words
• Root words
• Using technology to teach vocabulary

Policy Recommendations:
N/A

• Download full article (159KB PDF)*

To order a hard copy of the report, contact:
Learning Point Associates 1100 17th Street N.W., Suite 500 Washington, DC 20036

Blachowicz, C.L.Z, Watts-Taffe, S. & Fisher, P. (2005). Learning Point Associates.

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: Instructional Programs;

Target Population: Preschool, Elementary

Findings:

• In order to fully utilize technology in teaching children to read, considering the superficial factors that make computers engaging is not enough.
• It is important to take note of certain key features of computer games, such as the adjustment of challenges and support to match developing skills.
• Motivating readers goes beyond adding entertainment value: computer software can be used to provide support, encouragement and interest appropriate to each student in learning to read.

• Read the Full Report

To order a hard copy of the report, contact:
The print version of this book is available to order online through Amazon.com or by phone from Brookline Books at 1-800-666-BOOK.

Meyer, A, & Rose, D. (1999). Developing reading engagement. In Learning to Read in the Computer Age (Chapter 4). Wakefield, MA: Center for Applied Special Technology.

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: Instructional Programs;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: Why does Latino and ELL achievement matter in charter schools? How should charter schools accommodate their large numbers of Latino and ELL students?

Findings:

• With ever-increasing numbers of Latino immigrants and thus ELLs, it is clear that they will play a role in the country's future and economy; therefore schools today need to prepare these students for college and career.
• Many charter schools are excelling at catering to their specific Latino and ELL populations, and their strategies can serve as models for other charter schools as well as traditional public schools.

Policy Recommendations:

• Accelerated curricula, incorporating language learning and a core curriculum simultaneously
• Expanded school schedule (longer school day, week, or year)
• Training all staff in working with ELLs, in both language and cultural competence
• Engaging parents (ie bilingual materials and recruitment efforts, more school-related activities to attend) and collaborating with the community
• For state policy, open-enrollment policies and lottery processes
• Maintain flexibility/freedom of charter schools to cater to their specific student populations

• Read the Full Report

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

Lazarín, M. & Ortiz-Licon, F. (2010). Next Generation Charter Schools: Meeting the Needs of Latinos and English Language Learners. Washington, DC: Center for American Progress.

Tags: Instructional Programs; Latino ELL Students; Motivation; Rights, Students;

Target Population: High school

Research Questions the Report Poses: How well served are out-of-school immigrant youths in the state of California in general? How well served are out-of-school immigrant youths who receive services and resources from California's Migrant Education Program (MEP)?

Findings:

• Though the California Migrant Education Program's attempts to offer educational resources to OSYs, its limited funds and eligibility requirements only allow it to service about 80,000 OSYs.
• California OSYs are some of the most disadvantaged individuals in the state because their legal statuses often make access to public services difficult.
• California OSYs are very eager to continue their education, but they are often unable to do so because of a need to work.
• Approximately 80% of OSYs said their families depended on their incomes to survive.

Policy Recommendations:

• Increase funding to the California MEP
• Change eligibility requirements for receiving MEP funds so that more OSYs are able to receive them
• Offer educational opportunities that allow OSYs to both work and learn

• Link to Full Report

To order a hard copy of the report, contact:
Public Policy Institute of California
500 Washington Street
Suite 800
San Francisco, California 94111
E-Mail:merina@ppic.org
Telephone: (415) 291-4400
Fax: (415) 291-4401

Hill, Laura., and Hayes, Joseph. (2007). Out-of-School Immigrant Youth. San Francisco, California: Public Policy Institute of California.

Tags: Instructional Programs; Latino ELL Students; Phonics; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary;

Target Population: Preschool

Research Questions the Report Poses: What steps can be taken to increase access to pre-K and early childhood programs for ELLs, particularly Hispanic ELLs?

Findings:

• Hispanic students have been achieving more and more over the past three generations.
• o Hispanic students born in the US do better on achievement tests than immigrant Hispanic children
• Hispanic students are still overrepresented among low-achieving students.
• Achievement among Hispanic students varies widely according to country of origin. South Americans and Cubans perform almost as well as White and Asian students, while Mexican-American students are far below White achievement levels
• High quality infant/toddler programs, pre-K programs, and K-3 schooling can contribute to meaningfully higher levels of school readiness and school achievement among low SES students, including low SES Hispanics.
• R&D is needed to provide better early childhood education for Hispanics. This includes developing and testing new programs, methods, and approaches that are tailored to fit the needs of Hispanic students.

Policy Recommendations:
Recommends that State Governments:

• Expand and increase infant/toddler programs in their states that serve or could potentially serve large numbers of Hispanic families.
• Continue to expand state-funded pre-K initiatives in an effort to have voluntary universal pre-K systems in most states within 10-20 years.
• Increase efforts to disseminate information to Hispanic parents about available pre-K programs.
• Increase funding for voluntary multi-year summer programs for students with low SES.
• Create programs to draw more ELL and bilingual educators.
• Increase pay and benefit levels for pre-K teachers and administrators so that they are equal to their public school counterparts.

Recommends that the federal government:

• Expand the Head Start and Early Head Start programs.
• Invest resources to designing, testing, and evaluating pre-K and K-3 language and literacy development strategies.
• Fund program testing that will yield more bilingual and ELL teachers.
• Create assessments for ELLs at the pre-K level in both Engish and Spanish.
• Increase longitudinal studies on Hispanics and other groups who achieve below US norms.
• Increase US participation in international assessments.

Recommends for private foundations:

• Fund long-term efforts to design, test, and evaluate pre-K and K-3 language and literacy development strategies for Hispanics from all SES levels and from immigrant/nonimmigrant families.
• Create foundations that can help provide the above funding.

Recommends that Hispanic organizations:

• Create recommendations for new approaches to infant/toddler, pre-K, and K-3 programs for Hispanic students.
• Create proposals on how state governments can increase their ELL/bilingual educators.
• Create literacy development information, materials, and other parental supports.

• Read the Full Report

Para nuestros niños: Expanding and Improving Early Education for Hispanics. (2007). National Task Force on Early Childhood Education for Hispanics.

Tags: Instructional Programs; Intervention; Rights, Students;

Target Population: All

Research Questions the Report Poses: What are the individual states' policies on English language learners and how are they impacting ELLs' achievement?

• Read the Full Report

To order a hard copy of the report, contact:
Purchase a copy for $6.00 at www.edweek.org/go/buyQC or by calling 1-800-445-8250. Or subscribe to Education Week: www.edweek.org/go/subscribe.

Education Week. (2009). Portrait of a Population: How English Language Learners are Putting Schools to the Test. Bethesda, Maryland.

Tags: American Indian ELL Students; Asian ELL Students; Comprehension; Content Areas: Math; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Phonics; Phonological Awareness; Reading; Struggling Readers; Vocabulary; Writing;

Target Population: Elementary School, Middle School, High School

Research Questions the Report Poses: What students are classified as being English Language Learners? How are they best identified, and what recommendations should be made to more adequately instruct possible ELL students to prevent further learning difficulties?

Findings:

• Statistics for ELLs may be hard to obtain or may be inaccurate since many ELL students go without being properly identified
• ELL students can better from more individualized instruction
• Mastery of academic language is necessary for academic success, which can prove to be difficult even for English speaking proficient ELLs
• In order to provide effective support of reading comprehension to ELLs educators must have an understanding of the child's individual needs
• In addition to reading comprehension it is crucial for students to become proficient in mathematics

Policy Recommendations:
While the article did not have any specific policy recommendations the recommendations listed in the article could be taken as such and thus included in this section.

Recommendations for Reading Instruction and interventions:

• ELLs need early, explicit, and intensive instruction in phonological awareness and phonics in order to build decoding skills.
• K-12 classrooms across the nation must increase opportunities for ELLs to develop sophisticated vocabulary knowledge.
• Reading instruction in K-12 classrooms must equip ELLs with strategies and knowledge to comprehend and analyze challenging narrative and expository texts.
• Instruction and intervention to promote ELLs' reading fluency must focus on vocabulary and increased exposure to print.
• In all K-12 classrooms across the U.S., ELLs need significant opportunities to engage in structured, academic talk.
• Independent reading is only beneficial when it is structured and purposeful, and there is a good reader-text match.

Recommendations for Mathematics Instruction:

• ELLs need early explicit and intensive instruction and intervention in basic mathematics concepts and skill.
• Academic language is as central to mathematics as it is to other academic areas. It is a significant source of difficulty for many ELLs who struggle with mathematics.
• ELLs need academic language support to understand and solve the word problems that are often used for mathematics assessment and instruction.

• Link to Full Report

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

Francis, David J., Mabel Rivera, Nonie Lesaux, and Hector Rivera. (2006). Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners, Retrieved April 11,2008, from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

Tags: Instructional Programs; Latino ELL Students;

Target Population: Preschool; Elementary; Middle; High School; Post-Secondary

Research Questions the Report Poses: What are the issues facing Hispanic students? How can educators, researchers, communities and policy-makers help Hispanic students overcome these barriers?

Findings:
The report outlines six key issues in the education of the Hispanic population:

• Innovative classroom strategies including culturally responsive and technology enriched teaching.
• School funding equity
• Professional development for teachers
• Early education and post-secondary education
• The politics of immigration, and migrant education
• Educator recruitment and retention

Policy Recommendations:

• Analyze barriers that Hispanic students face in gaining access to college
• Provide parents with financial information that can be used for students' college education
• Improve teacher's education programs. Teachers are not well prepared for teaching Hispanic students, especially Hispanic ELL students.
• Reduce class sizes, improve student resources, and student social services
• Teachers should be exposed to a curriculum during their university years that teachers them cultural understanding and sensitivity
• Work to pass legislation that changes property tax laws and state laws to broaden the school funding base

• Link to Full Report

To order a hard copy of the report, contact:
Visit www.nea.org or call (202) 833-4000

Verdugo, Richard R. (2006. "Report on the Status of Hispanics in Education: Overcoming a History of Neglect." National Education Association.

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: Bilingual Instruction; Bilingualism / Biliteracy; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Placement; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary;

Target Population: Middle, High School

Research Questions the Report Poses: How accommodated are Students with Interrupted Formal Education (SIFEs) in NYC public schools? Why SIFEs are struggling academically and what are can be done to improve it?

Findings:

• SIFEs often have poor literary skills in any language, and are likely behind their age level in knowledge-content.
• SIFEs have complex social and psychological needs due to multiple factors including migration, unfamiliarity with surroundings, etc.
• SIFEs need more English language support, and often more individualized instruction to make progress.
• SIFEs lack foundational skills for academic work in English and in most cases their native language.
• Many SIFEs are not steered towards programs that can help them, and the schools they are placed in don't have the resources to teach them properly.
• Many SIFEs as often classified as having disabilities when cases show that this is typically not the case.

• Read the Full Report

Students with Interrupted Education: A Challenge for New York City Public Schools. (2010, May). Advocates for Children of New York. Retrieved July 28, 2010 from http://advocatesforchildren.org/SIFE%20Paper%20final.pdf

Tags: Comprehension; Instructional Programs; Language Proficiency; Reading; Transfer of Literacy Skills; Vocabulary;

Target Population: Elementary School

Research Questions the Report Poses: What are the best methods to teach literacy to elementary school English language learners?

Findings:

• English learners can learn to how to read in English at about the same rate as native speakers. This was not known five or ten years ago.
• English language development and comprehension needs to be improved, by introducing academic English as early as kindergarten or pre-K.
• The importance of richer vocabulary instruction than most that found in conventional reading books is critical.
• It is very productive for kids to work with their peers, and with a structured procedure, as early as kindergarten, working in groups of either two or four, assuring they know what to do.
• The most effective professional development is for grade-level teams to meet in small groups, discuss articles, and immediate determine how they apply to their own schools and programs specifically.
• The approach suggested here appears to work with all current models about language instruction.
• There is no need to delay beginning reading instruction, as long as the instruction reflects current research findings.

Policy Recommendations:

• Conduct formative assessments to screen for reading problems and monitor progress.
• Provide intensive, small group reading interventions for English learners at risk for reading problems.
• Provide extensive and varied vocabulary instruction throughout the day.
• Develop academic English competence beginning in the primary grades.
• Schedule regular peer-assisted learning opportunities, including structured language practice.

• Read the Full Report

Teaching Literacy in English to K-5 English Learners. U.S. Department of Education: Doing What Works. Washington, D.C.

Tags: Instructional Programs; Intervention;

Target Population: Middle, High School

Findings:

• Long-term ELLs speak different languages and come from all over the world.
• They are often orally bilingual but have limited literacy skills in their native language and limited academic literacy skills in English.
• They generally fall into two main groups, transnationals who have moved back and forth between countries, and students with inconsistent schooling in the U.S.
• They struggle in content areas and are at high risk for dropping out and have different needs from newly arrived ELLs.
• Literacy skills that students learn in their native languages transfer to English, but long-term ELLs rarely have had the opportunity to hone their native language skills.
• Foreign language classes in long-term ELL students' native languages can be used strategically to develop the students' native language literacy skills and to address their gaps in schooling.

Policy Recommendations:

• Bilingualism and biliteracy development should be promoted in grades K-12.
• Secondary schools must develop specialized programs for long-term ELLs, tailor ESL classes to students' needs, and focus on literacy development across content areas and languages.
• A program targeted at long-term ELLs should include classes that help to develop a strong foundation in academic language in both English and the students' native languages, and content-area courses that focus simultaneously on content and literacy learning.
• U.S. schools must develop more coherent language policies to reduce the movement in and out of bilingual education, ESL, and mainstream programs. In the meantime, schools must take it upon themselves to learn more about the educational backgrounds of their incoming students.

• Read the Full Report

Menken, K. & Kleyn, T. (2009, April). "The Difficult Road for Long-Term English Learners." Educational Leadership. 66(7).

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.

Tags: Instructional Programs; Placement;

Target Population: Elementary, Middle, High School

Research Questions the Report Poses: Are immigrant children left behind academically as a result of whether they are in a high or low LEP school?

Findings:

• The majority of LEP students are concentrated in a small number of schools: Nearly 70 percent of LEP students nationally enroll in only 10 percent of elementary schools. In these schools, LEP students account for almost one half of the student body (on average), a striking contrast to the 5 percent of LEP students enrolled in the average Low-LEP school.
• High-LEP schools tend to have higher a higher prevalence of poverty, Title I services, native language instruction, LEP-target instructional techniques, and services like Pre-K and summer enrichment, parent outreach, and hard-to-staff school status.
• Principals in High-LEP schools are more likely to be racially diverse, female, earn more money, and hold a PhD than their Low-LEP school counterparts.
• Teachers in High-LEP schools, on average, earn more, are more racially diverse, are less experience, and, overall, have less academic preparation than their counterparts in other schools.
• Educators in High-LEP schools are more likely to hold ESL/bilingual certification as well as their main certification. However, ESL/bilingual educators in both High- and Low-LEP schools are equally likely to have that specific field qualification.
• Educators in High-LEP schools are more likely to have provisional, emergency, or temporary certification than those in other schools.
• Potential effects of NCLB on LEP students may include: fewer resources for LEP students in Low-LEP schools; multiple NCLB reporting categories such as language, poverty, race, or ethnicity; more attention on LEP family outreach.

Policy Recommendations:

The authors recommend:

• Recruiting, preparing, and credentialing more ESL/bilingual teachers in High-LEP schools
• Improving teacher education programs for ESL/bilingual teachers
• Providing all educators professional development for working with LEP students, particularly in Low-LEP schools
• Improving LEP services in Low-LEP schools, such as extra support, enrichment, differentiated instruction
• Go to Executive Summary
• Download full report (144KB PDF)*

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

Cosentino de Cohen, C., Deterding, N., Chu Clewell, B. (2005). Who's Left Behind?: Immigrant Children in High and Low LEP Schools. Program for Evaluation and Equity Research, Urban Institute: Washington, D.C.