Massive Open Online Courses (MOOCs) have generated considerable excitement and considerable skepticism since their recent inception (e.g., Kim, 2014; Perna et al., 2014). By fall 2015, approximately 35 million people had participated in 4200 courses offered by over 550 institutions (Shah, 2015). In addition to MOOCs’ potential for expanding access...
This study uses 9 years of longitudinal, student-level data from the Los Angeles Unified School District to provide updated, empirically–based estimates of the time necessary for English learners (ELs) to become reclassified as proficient in English, as well as factors associated with variation in time to reclassification. To illustrate how...
This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law's capacity-building purpose so that federal, state, and local leaders support...
Advocates for language minority students depict the movement for language minority students' rights as an outgrowth of the civil rights movement, which focused initially on securing rights for racial minorities. This article examines whether the same conceptions of equality and legal remedies apply for both groups. Building on Berlin's notions...