English Language Learners: Which approaches best impact achievement? - Access related research titles from the ECS Research Studies Database. Links embedded in titles will take you to each study's major findings and recommendations....

Framework for English Language Profi ciency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards - Many states have begun the process of developing or adapting English Language Proficiency (ELP) standards to align with the Common Core State Standards (CCSS) and the forthcoming NextGeneration Science Standards (NGSS). This document presents a framework to assist states with this work. The goal of the Framework is to provide guidance to states on how to use the expectations of the CCSS and NGSS as tools for the creation and evaluation of ELP standards. (CCSSO, September 2012)...

Untapped Skills: Realising the Potential of Immigrant Students - This report was jointly produced by the countries participating in the Programme for International Student Assessment (PISA), the experts and institutions working within the framework of the PISA Consortium, the OECD Directorate for and the OECD Directorate for Employment, Labour and Social Affairs. It offers an in-depth look at the various factors, including language and socioeconomic disadvantage, which can impede the full integration of immigrant students into their host societies. (OECD, June 2012)...

Preparing All Teachers to Meet the Needs of English Language Learners: Applying Research to Policy and Practice for Teacher Effectiveness - Preparing All Teachers to Meet the Needs of English Language Learners: Applying Research to Policy and Practice for Teacher Effectiveness - This report summarizes key findings drawn from the literature on promising practices that all teachers can employ when working with English Language Learners (ELLs). The authors recommend that in order to improve teacher effectiveness with ELL students, consistent and specific guidelines on the oral language, academic language, and cultural needs of ELLs be addressed. The authors also consider the degree to which that research is integrated into the preparation, certification, and evaluation of teachers as a means for improving educational outcomes for ELLs. (Center for American Progress, April 2012)...

A Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in New Jersey - This study describes enrollment and achievement trends of limited English proficient (LEP) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math. The achievement gaps in both subjects are wider at higher grades. (Regional Educational Laboratory Mid-Atlantic, April 2012)...

Starting Early with English Language Learners: First Lessons from Illinois - Illinois is in the process of expanding its services for English Language Learners (ELL) into state-funded pre-K, so that students begin receiving ELL support when they first arrive in school, whether that is at age 3, 4, or 5. This paper takes a deep look at how Illinois came to see a need for new policies for its burgeoning population of English Language Learners, and why focusing on its youngest English Language Learners was the state’s next step. (New America Foundation, April 2012)...

The Educational Trajectories of English Language Learners in Texas - This report examined the performance of English Language Learners (ELLs) in Texas, first grade through high school graduation. The authors found that ELLs who successfully complete English as a Second Language (ESL) or bilingual education programs within three years fare better in meeting math and reading proficiency standards than long-term ELLs. Hispanic ELLs who opt out of ESL or bilingual education programs in favor of English-only courses may be particularly disadvantaged in terms of college enrollment. (Migration Policy Institute, March 2012)...

Relationships Among and Between ELL Status, Demographic Characteristics, Enrollment History, and School Persistence - This report examines enrollment history, achievement gaps, and persistence in school for ELL students and reclassified ELL students as compared to non-ELL students. The results reconfirmed other literature showing large achievement and socioeconomic gaps between ELL and non-ELL students in California. Findings may suggest that school persistence in the ELL population may be a different process than that in the non-ELL population and that protracted ELL status leads to higher incidence of dropping out of high schools. (CRESST, 2011)...

Children Who Speak a Language Other Than English at Home by Region: 2009 - Table 236 in the Statistical Abstract of the United States: 2012. (U.S. Census Bureau, September 2011)...

WWC Quick Review of the Report "Reading and Language OUtcomes of a Five-Year Randomized Evaluation of Transitional Bilingual Education" - The study examined how the English reading performance of predominantly Spanish-speaking students in transitional bilingual education compared with the performance of predominantly Spanish-speaking students in structured English immersion. At this time, differences in English-reading skills between the groups were all statistically insignificant. But two of the four outcomes showed large enough differences favoring structured English immersion. (What Works Clearinghouse, Institute of Education Sciences, September 2010)...

Assessing Achievement of English Language Learners: Pass-Fail Status on Arizona's Language and Content Tests - The Arizona Department of Education's Associate Superintendent for Accountability requested assistance from REL West in examining the coherence of the testing system used in determining English language learner placement and achievement. This is the analysis. (RELWest, WestEd, July 2010)...

Responding to the Needs of Young Latino Children: State Efforts to Build Comprehensive Early Learning Systems - The National Council of La Raza conducted interviews with early childhood leaders in eight states with significant Latino populations to gauge how responsive early learning systems are to the needs of children in these communities. Among other shortcomings, they found states lacking in articulating early learning standards that reflect English Language Learners’ developmental trajectory, implementing bilingual education programs, providing teachers with adequate training and professional development. The report ends with recommendations for federal policy makers and state early learning councils to address these challenges. (Erika Beltran, National Council of LaRaza, February 2010)...

What Are We Doing to Middle School English Learners? Findings and Recommendations for Change from a Study of California EL Programs - Researchers at WestEd concludes that based on findings in California, where 30 percent of the nation's English learners are educated, middle school EL programs are failing students and limiting their futures in profound ways. The Narrative Summary provides an overview of study data from 13 school districts with the highest concentration of English learner students in the state, and 64 middle schools in those districts. Excerpts from case study observations in a subset of schools contextualize the highlighted recommendations for change. (WestEd, 2010) ...

Educating English Language Learners at the High School Level: A Coherent Approach to District- and School-Level Support - As more ELL enter schools across the country, it becomes increasingly more important for states to provide the appropriate guidance and support to local education agencies so ELLs are able to graduate and succeed after high education. Recommendations are made for both the state and the school level. (National High School Center, April 2009)...

Selected States' Responses to Supporting High School English Language Learners - Closing the achievement gap between English language learners and other student groups is critical to ensuring the academic success of the approximate 2.4 million ELL students in the United States. Improving data collection, assessment, instruction and accurate reporting of academic achievement results are crucial. (Nanette Koelsch, National Higher School Center, April 2009)...

Dual Language Learners in the Early Years: Getting Ready to Succeed in School - This paper summarizes research on best practices in preparing young English Language Learners (ELLs) for school. Topics include sources for demographic data, environmental conditions and critical skills that support school readiness and success, screenings and assessments. (National Clearinghouse for English Language Acquisition, November 2008)...

Addressing Achievement Gaps: The Language Acquisition and Educational Achievement of English-Language Learners - A compilation of presentations at a symposium on English-language learners cosponsored by ETS and the National Council of La Raza focuses on what works in acquiring a second language, educational achievement and testing for English language learners. In terms of equity and economics, the issue is crucial, said ETS CEO Kurt Landgraf, because leaving behind 25 percent of students in terms of education and opportunity would be a “disaster for this country.” The presenters asserted that high-quality preschool and dual language practices are good for all children. Presenters went on to talk about high schools that work every well, teacher support and test accommodations. (Amanda McBride, ETS Evaluation and Research Center, Summer 2008)...

The Cognitive Consequences of Early Bilingualism - This article reviews the benefits of fostering bilingualism in young children. Among the benefits discussed are greater self-regulation skills. findings that show that bilingual children are better than their monolingual peers at regulating their thoughts and behaviors and at learning words that have overlapping meanings. Article discusses the benefits of bilingualism in young children. (Hanako Yoshida, Zero to Three, 2008) ...

Challenging Common Myths About Young English Language Learners - Using evidence from neuroscience, research on language development, and program evaluations, this brief from the Foundation for Child Development promotes research-based strategies for educating young English Language Learners. Specifically, the author dispels six common myths about this population and how best to work with them. (Linda M. Espinsoa, Foundation for Child Development, January 2008)...

Latino Language Minority Students in Indiana: Trends, Conditions and Challenges - 2008 - A survey of conditions for Spanish-speaking students in Indiana’s schools identifies problems and challenges for improving their learning - inadequate training for teachers, for example, a high teacher-student ratio and a disproportionately high number of special education referrals. A review of Indiana-based research is included which indicates that there are many positive aspects to the learning situations of Spanish-speaking students, but too often these students are segregated for more “effective instruction” or concentration of resources. Segregation contributes to relations with English-speaking peers that are sometimes fraught with misunderstanding and ridicule; teachers and administrators do little to communicate a sense of belonging for all. The “funds of knowledge” approach of Moll, Gonzalez and Amanti is offered as a possible reform to meet the challenges of educating Latino language minority students. (Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowan and Choong-Geun Chung, The Center for Evaluation and Education Policy, 2008)...

Double the Work: Challenges and Solutions To Acquiring Language and Academic Literacy for Adolescent English Language Learners - This report argues that English language learners must work twice as hard in order to meet the same accountability standards as their native English-speaking peers. The report recommends several techniques and strategies for overcoming the challenges to improving the literacy of English language learners. (Deborah J. Short and Shannon Fitzsimmons, Alliance for Excellent Education, 2007) ...

Promoting ELL Parental Involvement: Challenges in Contested Times - Research has shown that parental involvement in education increases student achievement, attendance and decreases dropout rates; yet parents of English language learners (ELLs) face a number of barriers to involvement in their child’s school. This brief analyzes the characteristics of ELLs and their parents, barriers to family engagement and characteristics of parental involvement models. (M. Beatriz Arias and Milagros Morillo-Campbell, Education and the Public Interest Center, Arizona State University, January 2008)...