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...
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...
English Language Learners (ELLs) represent a culturally and linguistically diverse population in US schools. ELLs enter kindergarten with a range of academic and self-regulation skills, but can face multiple challenges navigating the school context (Zwiers, 2013). Previous research documents that low-income ELLs lagged behind in academic achievement, self-regulation, and English...