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| Doing What Works |
| URL: HTTP://DWW.ED.GOV/ |
| Format: URL |
| Focus Area: English language learners |
| Provider: U.S. Department of Education |
| Abstract: This Web site, launched by the U.S. Department of Education, aims to help educators and administrators put into practice research-based educational techniques. Practitioners can read about the studies undergirding recommended educational strategies; access video, slides, or audio recordings of practitioners using those practices in schools; or see examples of tools for implementing such strategies in their own schools. The site's first topic area, teaching strategies for English language learners, adheres to a practice guide--also the first in a series of such publications--that the institute published last year to provide research advice for teachers and administrators. |
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| Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Findings from a Five-year Evaluation |
| URL: HTTP://WWW.AIR.ORG/NEWS/DOCUMENTS/227REPORT.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: American Institutes for Research (AIR) |
| Abstract: Proposition 227, passed in California in 1998, requires that English learners (ELs) be taught "overwhelmingly in English" through sheltered/structured English immersion (SEI) programs during "a temporary transition period not normally intended to exceed one year," and then transferred to mainstream English language classrooms. This report shares findings of a 5-year evaluation of Proposition 227 implementation that included site visits, phone interviews, surveys, and analysis of achievement data. |
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| Claims of Effectiveness: The authors conclude that while there appears to be some evidence of improved academic success with ELs in California, substantial gaps in achievement remain. |
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| Who’s Left Behind? Immigrant Children in High- and Low-LEP Schools |
| URL: HTTP://WWW.URBAN.ORG/UPLOADEDPDF/411231_WHOS_LEFT_BEHIND.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: The Urban Institute |
| Abstract: Using data collected in the 1999-2000 Schools and Staffing Survey (SASS), this report studies the characteristics of schools serving immigrant children at the time of NCLB's passage. The study compares differences between schools with high proportions of LEP students and schools with fewer and no such students. The analysis reveals that LEP elementary school students are largely concentrated in a small number of schools. These schools are predominately located in urban areas, and LEP students are largely minority and economically disadvantaged, embedding the discussion of LEP students’ education within the context of what is already known about poor, minority, immigrant-serving urban schools. Teachers in High-LEP schools are more likely than those in other schools to have provisional, emergency, or temporary certification, and new teachers in High-LEP schools are substantially more likely to be uncertified. On the other hand, Low-LEP schools lag behind High-LEP schools in LEP-focused in-service training for general education teachers, and in offering important services such as support and enrichment programs. The report includes discussion of the implications of the findings, focusing in particular on the educational opportunities of LEP students in the context of the No Child Left Behind Act. |
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| Claims of Effectiveness: This document is based on data from the national 1999-2000 Schools and Staffing Survey sponsored by the National Center for Education Statistics. Data were collected from approximately 4,700 school districts including 12,300 principals, 52,400 teachers, and 9,900 library media centers. Schools were categorized by High-LEP, Low-LEP, and No LEP. Data are compared across the three LEP categories to see if statistically significant differences are found between High-LEP schools and those with fewer or no LEP students. Given the complex sampling design, Taylor Series Linearization was used to estimate sampling errors and test for statistical significance. Unless noted, all differences reported were statistically significant. Actual significance levels are included in the data tables. |
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| Cognitive Academic Language Learning Approach (CALLA) |
| URL: HTTP://WWW.GWU.EDU/~CALLA/ |
| Format: URL |
| Focus Area: Reading and literacy, English language learners |
| Provider: Cognitive Academic Language Learning Approach (CALLA) |
| Abstract: CALLA is an instructional model developed by Anna Chamot and J. Michael O’Malley. The model is designed for second- and foreign-language learners based on cognitive theory and research. The goals of CALLA are to help students learn essential academic content and language, and become independent and self-regulated learners by increasing their use of various learning strategies. The Web site includes articles on the implementation of the model, a list of districts using CALLA, and references for materials. |
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| Claims of Effectiveness: No evaluation is cited. The developers are education professors at George Washington University, (i.e., experts). This Web site offers a project overview and additional resources; it is information only. |
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| Acquiring a Second Language for School |
| URL: HTTP://WWW.NCELA.GWU.EDU/PUBS/DIRECTIONS/04.HTM |
| Format: Print, URL |
| Focus Area: English language learners |
| Provider: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) |
| Abstract: This short publication guides the reader through the research knowledge base around acquiring a second language for school. The report shares a research-based conceptual model that explains the process that students go through while acquiring a second language during the school years. The model asserts that four interdependent components are crucial to students’ overall growth and success: academic, cognitive, linguistic, and sociocultural. The author reports that, in examining interactions among student background variables and instructional treatments and their influence on student outcomes, two-way bilingual education at the elementary school level is the most promising program model for the long-term academic success of language-minority students. |
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| Claims of Effectiveness: The research described in this document examines student performance on multiple outcome measures across time, using large data sets. Achievement measures used include standardized tests and performance assessment measures in the core curriculum. Significant differences were found between “traditional” vs. “current” approaches to language teaching for students. |
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| An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document |
| URL: HTTP://WWW.CSE.UCLA.EDU/PRODUCTS/REPORTS/R611.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Center for Research on Evaluation, Standards, and Student Testing (CRESST) |
| Abstract: This report proposes a framework for the development of ALP tests, related curricula, and professional development materials, with the goal of characterizing ALP for test development purposes so that test specifications and prototype tasks can be created to reflect language usage in academic settings. |
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| Claims of Effectiveness: This document provides an approach for the development of a framework, but no research has been conducted on its effectiveness. The authors claim that the framework is based on research. No specific claims of effectiveness are found, however. |
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| An Examination of the Validity of English-language Achievement Test Scores in an English Language Learner Population |
| URL: HTTP://BRJ.ASU.EDU/CONTENT/VOL29_NO1/ART7.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Southwest Center for Education Equity and Language Diversity |
| Abstract: Approximately 1,700 English language learners (ELLs) and former ELL students, in Grades 4 and 10, were tested using both an English-language (Stanford Achievement Test, 9th ed.) and a Spanish-language (Aprenda, 2nd ed.) achievement test. Their performances on the two tests were contrasted. The results showed that ELL students, for the most part, answered more items correctly on a home-language mathematics test, compared to a similar English-language math test, regardless of their level of home-language literacy. |
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| Claims of Effectiveness: This article is based on a multi-site case study in which students whose dominant language was not English were tested with an English-language proficiency scale and achievement tests. Overall, findings suggest that ELL students' achievement test results in English may not be valid assessments of content-area knowledge. |
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| Center on Instruction (Web site) |
| URL: HTTP://WWW.CENTERONINSTRUCTION.ORG/ |
| Format: URL |
| Focus Area: Special Education, Science, Reading and literacy, Mathematics, English language learners |
| Provider: Center on Instruction, RMC Research Corporation |
| Abstract: The Center on Instruction, one of five content centers linked to the U.S. Department of Education's 16 regional Comprehensive Centers, provides access to scientifically based research and information on K-12 instruction. Materials, syntheses of recent research, and exemplars of best practices in reading, math, science, special education, and English language learners are available on the Web site. |
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| Challenges in the No Child Left Behind Act for English Language Learners (CRESST Policy Brief No. 7) |
| URL: HTTP://WWW.CSE.UCLA.EDU/PRODUCTS/POLICY/CRESST_POLICY7.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Center for Research on Evaluation, Standards, and Student Testing (CRESST) |
| Abstract: This policy brief describes four challenges for English language learners in NCLB: (1) historically low ELL performance and slow improvement, (2) measurement accuracy, (3) instability of the ELL student subgroup, and (4) factors outside of a school’s control. The policy brief also offers suggestions to help schools meet NCLB goals. |
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| Claims of Effectiveness: Based on a series of research reports. The document cites, for instance, several controlled studies measuring accommodations effects and study samples ranging from 14,000 to 30,000 students. |
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| Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners |
| URL: HTTP://WWW.CARNEGIE.ORG/LITERACY/PDF/DOUBLETHEWORK.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Alliance for Excellent Education |
| Abstract: This report shares the work of an expert panel of researchers, policymakers, and practitioners in the field of ELL, convened under the auspices of the Carnegie Corporation of New York. The panel identified six challenges to improving the academic literacy of ELLs. |
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| Claims of Effectiveness: This document described the work of an expert panel supplemented by literature review, site visits to exemplary programs, and analysis of demographic and achievement trend data. The panel identified six challenges to improving the academic literacy of ELLs. Each “challenge” section of the report is followed by an extensive “potential solutions” discussion. |
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| English Language Proficiency Assessment in the Nation: Current Status and Future Practice |
| URL: HTTP://EDUCATION.UCDAVIS.EDU/RESEARCH/ELP_ASSESSMENT.HTML |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: University of California-Davis School of Education |
| Abstract: The No Child Left Behind Act mandated reliable, valid annual assessments of students’ English proficiency. In response, the U.S. Department of Education awarded grants to four consortia of states in 2002, and directed each to create and field-test a state-of-the-art assessment. This 196-page report summarizes the progress of the four efforts and reports on the current testing landscape nationwide. |
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| Claims of Effectiveness: The goal of this report is to present a national view of the status of English language proficiency assessments since the results of these assessments play a vital role in ELL students’ academic careers in many ways, including their classification, assessment of their current knowledge, curriculum planning, and graduation. This report also presents research, policy analyses, and technical documents from across the nation, which address critical Title III-related issues facing policymakers and educational leaders, as well as education consultants, publishers, and researchers. |
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| Final Report of Language Background as a Variable in NAEP Mathematics Performance (CSE Technical Report 429) |
| URL: HTTP://WWW.CSE.UCLA.EDU/PRODUCTS/REPORTS/TECH429.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Center for Research on Evaluation, Standards, and Student Testing (CRESST) |
| Abstract: The report shares results of a study designed to identify the linguistic features of NAEP mathematics items that may affect the performance of students with language backgrounds other than English. Eighth-grade students in the Los Angeles area were tested using NAEP-released mathematics items in their original format, as well as a set of items that were modified to reduce linguistic complexity. |
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| Claims of Effectiveness: The research is based on a review of NAEP data from the 1990 and 1992 assessments, a literature review, and interviews with eighth-grade students. Researchers found that revising math items to make them less linguistically complex helped students in low- and average-level math classes. Other findings indicated that students in the ESL categories, particularly those performing at lower levels, show considerably lower math performance than other students. |
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| Fostering Academic Success for English Language Learners: What Do We Know? |
| URL: HTTP://WWW.WESTED.ORG/POLICY/PUBS/FOSTERING/ |
| Format: Print, URL |
| Focus Area: English language learners |
| Provider: WestEd |
| Abstract: This online report draws on “several authoritative sources” to share information relevant to ELLs, including definitions and terms, inventory of bilingual and immersion models, types of instructional program models, program model advantages and concerns, summary of research reviews on English language acquisition and academic success, research findings about teaching reading to ELLs, and common misconceptions. |
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| Claims of Effectiveness: This document is based on a review of prior research. No claims of effectiveness are made, but the author does discuss common misconceptions that he believes cloud the discussion on English language acquisition and academic success. |
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| High-stakes Testing and English Language Learners: Questions of Validity |
| URL: HTTP://BRJ.ASU.EDU/VOL30_NO2/ART11.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Southwest Center for Education Equity and Language Diversity |
| Abstract: This study examined relationships between English proficiency and academic performance for a group of English language learners (ELLs) from four elementary schools. Descriptive and inferential statistics were used to examine scores from the Language Assessment Scales, the Woodcock-Munoz Language Survey, and the Colorado Student Assessment Program. Findings showed that English proficiency was significantly related to English academic achievement, even for ELL students who had been in U.S. schools for 3 years or longer. Furthermore, the fifth-grade ELL cohort had greater increases in reading and writing scores compared to all Colorado fifth graders. This led to a slight closing of the achievement gap. Lastly, Spanish achievement, especially when combined with English proficiency, predicted English achievement. |
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| Claims of Effectiveness: This exploratory study did not use random assignment and therefore cannot clearly establish the relationship between language proficiency scores and CSAP scores. |
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| Impact of Student Language Background on Content-based Performance: Analyses of Extant Data (CSE Report 603) |
| URL: HTTP://WWW.CSE.UCLA.EDU/PRODUCTS/REPORTS/R603.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Center for Research on Evaluation, Standards, and Student Testing (CRESST) |
| Abstract: This report shares findings from an analysis of existing test data and student background data from four different school sites nationwide. The research examined whether standardized test results may be confounded by the lack of language proficiency of English language learners. |
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| Claims of Effectiveness: Researchers examined whether standardized test results may be confounded by the lack of language proficiency of ELLs. Differences in standardized tests across four school sites studied may have limited performing identical analyses; however, enough similarities in the data structures existed at the four sites to allow for interesting and valid comparisons. |
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| Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act |
| URL: HTTP://WWW.NCLR.ORG/CONTENT/PUBLICATIONS/DOWNLOAD/37365 |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: National Council of La Raza |
| Abstract: This issue brief provides an overview of NCLB’s key assessment and accountability provisions affecting ELLs; reviews the manner in which local, state, and federal decision makers have implemented these provisions; and presents policy recommendations informing present and future implementation of the law as it pertains to ELL students. |
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| Claims of Effectiveness: The National Council of La Raza (NCLR) prepared this issue brief to help inform future dialogue on NCLB’s assessment and accountability provisions for ELLs based on expert opinion, review of current literature, and review of current NAEP data. |
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| Improving Literacy Outcomes for English Language Learners in High School: Considerations for States and Districts in Developing a Coherent Policy Framework |
| URL: HTTP://WWW.BETTERHIGHSCHOOLS.ORG/DOCS/NHSC_ADOLESCENTS_110806.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: National High School Center |
| Abstract: This research brief identifies key issues to consider when attempting to improve schooling for ELLs at the high school level, based on important findings from the research. The author advises states and districts to redesign literacy work for ELLs in high school by moving from remediation to academic acceleration and enrichment—based on research evidence that ELLs who enroll in higher-level courses develop higher levels of literacy than those who are tracked into low-level courses. |
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| Claims of Effectiveness: Based on a review of research and expert opinion, the author suggests implementing structural changes that reconfigure the educational opportunities available to English language learners. |
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| Improving Schooling for Language-Minority Children: A Research Agenda |
| URL: HTTP://BOOKS.NAP.EDU/CATALOG.PHP?RECORD_ID=5286#ORGS |
| Format: Print, URL |
| Focus Area: English language learners |
| Provider: National Academy of Science |
| Abstract: In this book, a committee of experts constructs a knowledge base to inform the activities of those who educate language-minority children, as well as those who fund and conduct research. The book reviews a broad range of studies and proposes a research agenda that responds to issues of policy and practice, yet maintains scientific integrity. |
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| Claims of Effectiveness: This document is a review of the literature, but no claims about the effectiveness of any particular approach are made. |
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| Making Uneven Strides: State Standards for Achieving English Language Proficiency Under the No Child Left Behind Act |
| URL: HTTP://WWW.BU.EDU/POLISCI/PEOPLE/FACULTY/ROSSELL/PAPERS/ROSSELLMAKI... |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Lexington Institute |
| Abstract: This report examines states with the largest ELL populations with regard to both their standards and assessments, and their educational accomplishments relative to NCLB requirements for ELLs. The paper also analyzes various elements of NCLB’s accountability requirements and offers specific policy recommendations to address problems, such as developing a more meaningful starting point for Adequate Yearly Progress (AYP), exempting LEP students from meeting the state’s proficient level until they have been in the U.S. for 5 years, and assessing individual LEP student progress, not the progress of the group as a whole. It also demonstrates how NCLB has led to improvements in state monitoring of academic progress by LEP students and development of statewide proficiency tests. |
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| Claims of Effectiveness: Informational in nature. |
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| No Child Left Behind Act: Assistance from Education Could Help States Better Measure Progress of Students with Limited English Proficiency |
| URL: HTTP://WWW.GAO.GOV/NEW.ITEMS/D06815.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: U.S. Government Accountability Office |
| Abstract: This report shares findings of a GAO study of state implementation of NCLB requirements for limited English proficient (LEP) students, including the extent to which these students are meeting annual academic progress goals, what states are doing to ensure the validity of their academic assessments and their English language proficiency assessments, and how the U.S. Department of Education is supporting states’ efforts to meet NCLB’s assessment requirements for these students. |
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| Claims of Effectiveness: No claims of effectiveness are made, but recommendations were made to the Secretary of Education. |
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| Reexamining Identification and Reclassification of English Language Learners: A Critical Discussion of Select State Practices |
| URL: HTTP://BRJ.ASU.EDU/CONTENT/VOL29_NO1/ART2.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: Southwest Center for Education Equity and Language Diversity |
| Abstract: In this article, the authors report select results of a national survey of state requirements and recommendations regarding identification and reclassification of English Language Learners (ELLs) conducted in academic year 2001–2002. |
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| Claims of Effectiveness: Researchers reviewed relevant research and developed and implemented a national survey of state requirements regarding the identification and reclassification of ELLs. The survey was administered to the appropriate state official responsible for the oversight of programs for ELLs in the 50 states, the District of Columbia, and U.S territories. The survey was conducted immediately before NCLB, which the authors view as a limitation, but also as a positive in that it provides a snapshot of testing policies in place before NCLB. |
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| The Redesignation Dilemma: Challenges and Choices in Fostering Meaningful Accountability for English Learners |
| URL: HTTP://WWW.WESTED.ORG/ONLINE_PUBS/REDESIGNATION.PDF |
| Format: PDF, URL |
| Focus Area: English language learners |
| Provider: WestEd |
| Abstract: This policy report focuses on the tensions and dilemmas surrounding one of the most common milestones used for defining and measuring English Learners’ (ELs) progress: their redesignation or reclassification from limited to fluent English proficient (FEP). |
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| Claims of Effectiveness: This report reviews the origins, purposes, and methods of identifying language-minority students and classifying them as ELLs. It examines key issues that generate dilemmas regarding reclassification, and it draws some conclusions about what is needed to improve the situation. |
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| The SIOP™ Model of Sheltered Instruction |
| URL: HTTP://WWW.CAL.ORG/SIOP/ |
| Format: URL, Professional Development |
| Focus Area: English language learners |
| Provider: Center for Applied Linguistics (CAL) |
| Abstract: Developed by the Center for Applied Linguistics (CAL), the SIP Model is a research-based approach to sheltered instruction to address the academic needs of English language learners. The model consists of eight components. |
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| Claims of Effectiveness: The SIOP Model was developed based on a national quasi-experiment conducted from 1996 to 2003, sponsored by the Center for Research on Education, Diversity & Excellence (CREDE). Through literature review and with the collaboration of practicing teachers in four large urban districts, researchers identified instructional features of high-quality sheltered lessons. The model was refined over several years of field testing. Early research found the SIOP Model to be effective with ELLs, as measured by narrative and expository writing assessments. CAL is currently conducting further research in elementary and secondary schools by facilitating professional development on the SIOP Model and examining the effects of SIOP-based instruction on student achievement in core content areas and in English language development. |
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