RAISE THE BAR: High Quality Dual Language Programs for ALL Students
“Raise the Bar: Lead the World” is the U.S.
“Raise the Bar: Lead the World” is the U.S.
Join us for a comprehensive webinar series on the Department of Education’s Office of English Language Acquisition (OELA) Newcomer Toolkit.
Using statewide data from Oregon (2013/14–2018/19) and Michigan (2011/12–2014/15), this brief explores the prevalence of EL students’ exclusionary tracking in high school, compared to former and never ELs.
What research-based practices can district and school leaders use to support the academic success and linguistic development of multilingual students classified as English Learners (ML-ELs)? This brief offers six evidence-based practices to pursue, and five practices to avoid.
How can schools and districts promote the educational and social-emotional well-being of the diverse population of immigrant-origin students? This brief offers seven evidence-based practices to pursue, and two to avoid.
This Fact Sheet highlights English learner students in secondary schools who are career and technical education participants (received at least one CTE credit in that year) and concentrators (received three credits within a career cluster during high school).
In the United States, individualized language plans (ILPs) have gained traction across K–12 schools.
Prior research documented disproportional representation across racial, ethnic, and socioeconomic lines within the population of students identified as gifted and talented (GT).