This is a collection of 32 tables that examine various demographic categories of foreign-born individuals in the United States as of 2005. Some of the charts have comparisons to year 2000 data.
75% of adults enrolled in ESL programs in the state of California participate in these programs through adult schools.
At the time of this report's publishing, children from newcomer families (families with at least one foreign-born parent) account for 20 percent of the nation's schoolchildren.
The National Literacy Panel on Language Minority Children and Youth systematically and rigorously examined the research on acquiring literacy in a second language.
The article discusses a number of issues related to Asian-American communities, specifically in New York City.
This article attempts to build a better understanding of the leadership necessary to create socially just schools for English language learners (ELLs).
A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non–EL students.
Using the evidence that reading comprehension supports vocabulary development and that vocabulary development supports reading comprehension, the authors describe the relationship between these two processes as one of reciprocal causation.
Through the use of NAEP data, this Pew Hispanic Center study examines the achievement gaps between ELL students and White, Black, and Hispanic non-ELL students.
This report compiles findings related to how long it takes English language learners to become proficient in speaking English and how long it takes them to master enough English to be successful in classrooms where all academic content is in English.