This rubric is designed for districts to self-assess program practices and processes to improve services for English learner (EL) students and increase student outcomes. The rubric contains eight sections with a total of 70 research-based items that can either be assessed through consensus or by individual review. The eight sections are: Administrative Functions and Processes Instruction and Instructional Materials for […]
State Education Agency Administrator
Dual Language Education Programs: Current State Policies and Practices
Dual language (DL) education programs are designed to teach students literacy and academic content in English and a partner language. Research suggests that students who are enrolled in DL programs perform as well or outperform students in English-only language programs. In response to the growing evidence base, these DL programs are gaining traction across states and districts in the United […]
English Learner Toolkit for State and Local Education Agencies (SEAs and LEAs)
The Office of English Language Acquisition (OELA) at the U.S. Department of Education published this comprehensive toolkit to support educators at state and local agencies who serve English learners. The toolkit contains 10 chapters that provide tools and resources to support the identification, implementation, and evaluation of language programs aligned with the Office for Civil Rights, the Department of Justice, […]
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
This Institute of Education Sciences (IES) practice guide is the first edition of the 2014 publication. Literacy and language development for English learners (ELs) at the elementary levels is the focus of this guide. It outlines five evidence-based recommendations, each with a checklist for educators at the school and district level to carry out the recommendations. The five practices recommended […]
Adolescents’ Engagement in Academic Literacy
This downloadable e-book focuses on the interdependence of student motivation, engagement, and academic literacy. It includes chapters detailing findings from researchers at the University of Maryland and is based on the work of a five-year grant from NICHD. The authors explore multiple positive and negative drivers for adolescent learning as well as the impact of social and cultural perspectives on […]