Recently published results from a 5-year randomized study indicate that Spanish-speaking children learn to read English equally well regardless of whether they are taught primarily in English or in both English and their native language.
This report examines time as the main factor to expand learning during the school year by providing longer school hours, after school and weekend assistance, and other after school activities that can improve the quality of education in students at all
This article discusses the problems students can encounter before and during college that can disturb their academic performance and future professional goals.
This study utilized an analysis of the records provided by the Los Angeles Unified School District on all non-special education students who were in 6th grade in 1999.
Learning to Read in the Computer Age is part of a series entitled From Reading Research to Practice, edited by Jeanne Chall.
This article discusses the significance and reasons behind school mobility, its effects on all students, and the determined factors that encourage mobility during the school year.
This report offers a comprehensive discussion of the issues related to ELLs and high-stakes assessments, including the rationale for including ELLs in high-stakes testing, selection of appropriate accommodations, and recommendations for preparing ELLs
This report analyzes the importance of working with effective teachers in high-poverty or high-minority schools to improve the academic standards of all students.
The four papers that make up this volume explore perhaps the most important component of this mismatch of U.S. educational resources — inequality in the funding of local schools by their own school districts.
This report published by the Center for the Improvement of Early Reading Achievement (CIERA), examines the effect of sociocultural elements on Latina/o children's engagement with reading.