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English Language Learner/BilingualWhat States Are Doing (Additional Resources)
 
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P-3 English Language Learners (ELL)


Special Populations: Inclusion in State High School Assessments - This database provides 50-state information on how English language learners and students with disabilities are included in statewide high school-level assessments and exit exams. (Tim Taylor and Michael Colasanti, Education Commission of the States, June 2007)...

Accommodations for English Language Learners in State Assessments PDF - Students wo do not speak English as their first language are often provided with certain testing accommodations on state assessments. For English language learners, these accommodations can be described as direct and indirect linguistic support accommodations. This ECS StateNote explores the accommodations made in each state. (Michael Colasanti, Education Commission of the States, July 2007)...

A Survey of State ELL/ESL Funding Systems MS Word PDF - This ECS StateNote describes describes how selected states fund English Language Learner/English as a Second Language (ELL/ESL) programs. The states chosen for this survey include: California, Colorado, Florida, Maryland, Michigan, New Jersey, New York and Texas. (Michael Griffith and John Hancock, Education Commission of the States, March 2006)...

A Survey of State ESL Funding Systems MS Word - This ECS StateNote describes the various approaches to funding English-as-a-Second-Language programs in seven randomly selected states: California, Florida, Maryland, Michigan, New Jersey, New York and Texas. (Michael Griffith, ECS, 2002)...

Finance: Bilingual Education/ESL Funding Program MS Word - Multi-state compilations. (Education Commission of the States, August 1996)...

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)...

English Language Learners with Disabilities: Identification and Other State Policies and Issues - This paper presents current policy issues pertaining to LEP students with disabilities. The paper includes background information and data from interviews with representatives from special education units in seven states regarding current state staffing, initiatives and policies that focus on identifying English language learners as students with disabilities. Background topics covered include prevalence data and disproportionality research; extant outcome data; and federal policy and court rulings. Findings include state staffing, state activities, state policies, state personnel preparation and certification, key challenges, and best practice and policy recommendations from states. (Chandra Keller-Allen, Project Forum, August 2006) ...

Selected Tables from the: 2003-04 Schools and Staffing Survey (SASS) PDF - Access SASS tables detailing: (1) the number and percentage of schools that had limited English proficient (LEP) students, percentage of enrolled students who were LEP and percentage of schools with LEP students that used various ways of determining LEP status; and (2) of schools that had LEP students, and types of LEP programs. Both tables disaggregated by school type and selected school characteristics: 2003-04. Full report available here. (Gregory A. Strizek, Jayme L. Pittsonberger, Kate E. Riordan, Deanna M. Lyter, Greg F. Orlofsky and Kerry Gruber, National Center for Education Statistics, March 2006)...

English Learners in California Schools: Unequal resources, unequal outcomes - This paper identifies seven areas where English language learner students receive an education that is demonstrably inferior to that of English speakers. The areas include inequitable access to appropriately trained teachers, inadequate professional development opportunities to help teachers address the instructional needs of English learners, inadequate instructional time to accomplish learning goals, inequitable access to instructional materials and curriculum and intense segregation into schools and classrooms that place students at particularly high risk for educational failure. The authors list their recommendations to address the issue starting on page 36. (Patricia Gandara, Russell Rumberger, Julie Maxwell-Jolly and Rebecca Callahan, Education Policy Analysis Archives, October 2003)...

Enhancing English Opportunities for All Students in the Commonwealth - Acting Massachusetts Governor Jane Swift has signed into law a major revision of the state's bilingual education policies. The law requires within the department of education an office of language acquisition to assist the commissioner in overseeing and monitoring the development and implementation of English language learners programs established. The revisions are aimed at persuading voters to defeat an anti-bilingual education initiative on the November state ballot. ...

The Unz Initiative - Ron Unz is the founder of the national advocacy organization English for the Children, which encourages the dissolution of bilingual education in favor of English immersion. This 1998 ballot initiative, Proposition 227, was approved by California voters and enacted into law. With more than one-third of the nation’s bilingual programs, California was the first state Unz targeted to require sheltered English immersion – not to exceed one year – as the core method for teaching English-language-learner students. This document summarizes the initiative’s requirements. (Ron K. Unz and Gloria Matta Tuchman, June 1998 California Ballot)...


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