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From the ECS State Policy Database: English Language Learner/Bilingual - This policy database—updated weekly—is made possible by your state's fiscal support of the Education Commission of the States....

From the ECS State Policy Database: Instructional Approaches--Official English - This policy database—updated weekly—is made possible by your state's fiscal support of the Education Commission of the States....

The Learning for English Academic Proficiency and Success Act: Ensuring Faithful and Timely Implementation - In 2014, Minnesota lawmakers passed comprehensive legislation in support of English Learners (ELs) aimed at academic English proficiency, grade-level content knowledge and multilingual skills development. All teachers are now required to be skilled in teaching ELs. This brief looks at Learning for English Academic Proficiency and Success (LEAPS) and how state agencies, districts, charters and colleges of education can rise to meet LEAPS' demands. (Conor P. Williams and Colleen Gross Ebinger, The McKnight Foundation, October 2014)...

Promising Practices for Engaging Hispanic/Latino Students in Georgia - Latino students comprise 8 percent of the Georgia workforce, but Latino students still graduate at a rate 9 percent lower than the Georgia rate overall. Arguing their potential has not been cultivated as thoroughly as possible this document offers new information on resources, unaccompanied minors, dual immersion schools, the Georgia Coalition for English learners and school-parent engagement strategies. (REACHES, September 2014)...

The Language of Reform: English Learners in California's Shifting Education Landscape - Eleven California districts operate on a very high level with their English learners and share common approaches: they (1) believe students' native languages are cultural and linguistic assets, (2) offer all teachers learning opportunities and collaboration time to support English learners, (3) offer English learners full access to the Common Core with frequent formative assessments and college-prep classes, and (4) engage parents and forge strong home-school connections. (Education Trust - West, September 2014)...

2014 Legislative Report: Limited English Proficient - This report provides a history and overview of Idaho's Limited English Proficient (LEP) program, LEP assessments, budget, program types, and data on LEP students....

Bilingual Multicultural Education Annual Report for the School Year 2012–2013 - The statutorily required annual report informs stakeholders of the Bilingual Multicultural Education Bureau's efforts. The report focuses on four key areas: data on district, school and student participation in bilingual multicultural programs; data on language proficiency; achievement data for relevant subgroups, including English language learners; and evaluating program effectiveness and use of funds for the programs. (New Mexico Department of Public Education, December 2013) ...

Title III Accountability Policies and Outcomes for K-12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States--Summary - This report responds to state education agency requests for information on Title III annual measurable achievement objective policies in the Southeast Region and is intended to help state education agency staff as they revise and implement their required accountability policies for monitoring the achievement of students not yet fluent in English.l (Institute of Education Sciences, March 2011)...

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)...

Title III Accountability and District Improvement Efforts: A Closer Look - Title III of the Elementary and Secondary Education Act provides funds for states, which in turn provide subgrants to districts to develop standards-based programs and strategies for better meeting the needs of English learners. Title III requires the states to hold recipient districts accountable for demonstrating improved outcomes. This brief reports on data from interviews conducted with Title III officials in six states and nine districts. (Courtney Tanenbaum and Lindsay Anderson, American Institutes for Research, May 2010)...

Title III Policy State of the States - Provisions were included in the 2001 re-authorization of the Elementary and Secondary Education Act to ensure English learners access to core academic content as they gain the language skills needed to be successful in school and meet state standards. Title III specifies state requirements regarding the proficiency standards, assessments and accountability measures. This brief focuses on state implementation of Title III, summarizing state actions to date to implement those provisions. (Andrea Ramsey and Jennifer O'Day, American Institutes for Research, May 2010)...


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