In September 2006, the U.S. Department of Education released final regulations on calculating adequate yearly progress (AYP) for ELLs.
This report highlights nine elements of a strong academic program for ELLs based on three decades of research.
A major new analysis of California elementary school performance has identified four educational practices associated with higher performance among elementary English Learner (EL) students.
This paper examines emergent research findings on the effect of technology on learning. It looks at both descriptive studies and rigorous research, providing trend data about technological innovations.
This report synthesizes the findings of research efforts focused on identifying essential qualities of effective teacher preparation programs for reading instruction.
This evaluation of CORAL — Communities Organizing Resources To Advance Learning, an after-school program in five California cities — finds a relationship between high-quality literacy programming and academic gains.
This report from ETS says we are in the midst of a perfect storm, a confluence of three powerful forces: divergent skill distributions, the changing economy and demographic trends.
This brief serves as a report card on the status of the nation's children and youth, presenting statistics compiled by 22 federal agencies in one report.
By collaborating with after-school programs and accepting them as vital partners in education, principals can strengthen their schools and move closer to the overriding, common goal of maximizing learning for every child.
This report, commissioned by Communities In Schools from the National Dropout Prevention Center at Clemson University, reviews existing research to identify afterschool programs that have been found through scientific studies to be effective and the core