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New Project Forum report on Principal Preparedness to Support Diverse Learners

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Category: culturally and linguistically diverse

Category » culturally and linguistically diverse

  • pdf

    Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

    1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU

    Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...

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    Language (Policy) Matters!

    1/1/11 - Kozleski, Elizabeth B.; Mulligan, Elaine M.; Hernandez-Saca. David I., Equity Alliance at ASU, Equity Alliance at ASU

    Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn. Language (Policy) Matters! includes information and resources about: * School policies and practices that support language access * Research on best practices for students who are English...

  • Between Two Worlds: How Young Latinos Come of Age in America

    1/1/09 - Pew Hispanic Center Staff

    A Pew Hispanic Center report based on a new nationwide survey of Latino youths and on analyses of government data examines the values, attitudes, experiences and self-identity of this generation as it comes of age in America.

  • BPS to expand dual language opportunities for students

    9/11/13

    BPS is expanding dual-language opportunities for students across Boston following the model of the successful Rafael Hernández and Hurley K-8 Schools as well as similar programs elsewhere in which English Language Learners and native English speakers are educated in integrated classrooms. The expansion of this program is part of the District’s ongoing effort to raise school quality and opportunity as we transition to the new Home-Based school choice plan.

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    Charter schools should educate, not discriminate

    1/13/14 - Dean, Amy B.

    Today traditional public schools are suffering cuts and closures at the hands of federal and state lawmakers — sometimes even at the hands of mayors. Schools committed to bilingual and English language learner (ELL) education, which serve kids who are learning English in addition to their native language, are as vulnerable as the rest. And the charter schools sprouting in U.S. cities, where many first-generation immigrants live, aren’t always able or willing to provide the same service.

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    Closing the Achievement Gap:What it Takes to Leave No Child Behind

    1/2/09 - Pedro Noguera

    Examines multiple issues around the achievement gap and how to affect it.

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    Developing the whole child: An evaluation of the Latino after-school initiative

    1/5/09 - Diez, V.

    This report presents findings from an evaluation of the Latino After-School Initiative (LASI), an umbrella organization that provides funding, educational guidelines, staff development, and networking opportunities to after-school programs in the Greater Boston area. LASI funds seven Latino-led after-school programs servicing children ages 7-14. The programs are located in Lynn, Cambridge, Roxbury, Jamaica Plain, and Chelsea. LASI was established in 2001 by the United Way of Massachusetts...

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    Did You Know??? About Successful Strategies for Involving Migrant Families?

    1/1/05 - Anne Stilwell & Dianne Ferguson

    The Family School Linkages (FSL) Project of the National Institute for Urban School, now the Equity Alliance at ASU, worked with schools and families to think about and improve relationships between schools and all the families of their students. A growing number of studies show that when family members talk to their children about schooling, participate with school personnel, and support their children’s efforts, the students achieve more, attend more regularly, and are more motivated and...

  • Education Department changes charter school lottery rules

    1/29/14 - Strauss; Valerie

    The Education Department on Wednesday released new guidance that allows charter schools receiving federal funds to change their student admissions lotteries so that low-income and educationally disadvantaged students can have more weight in an effort to create more integrated schools.

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    Effective practices for English Language Learners: Principals from five states speak

    1/28/10 - Mabel O. Rivera, David J. Francis, Magdalena Fernandez, Ani C. Moughamian, Julia Jergensen, Nonie K. Lesaux

    "This document addresses questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. Looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language, this document details findings from 49 school principals on nine factors...

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    Engagement-based sheltered instruction

    1/9/10 - Intercultural Development Research Association,

    "Are your English language learners meeting state standards and passing required tests? IDRA’s new research-based sheltered instruction model can assist you in improving the academic success of your English language learners."

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    Engaging Native American learners with rigor and cultural relevance

    1/26/09 - Abner Oakes, Traci Maday

    "In this Issue Brief, The Center for Comprehensive School Reform and Improvement identifies strategies that foster Native American student engagement and improved academic achievement. We begin by examining the distribution of Native students and then we explore three areas that are identified in the literature as promising strategies for improving educational outcomes for Native students: Instructional practices, Curriculum content, and School climate"

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    Final report: How district-wide systems change impacted LRE for students with severe disabilities

    1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU

    "This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...

  • High-Achieving Middle Schools for Latino students in Poverty

    1/1/05 - Jesse, D., Davis, A., & Pokorny, N.

    The study investigates what practitioners are doing Nine middle schools were selected from different to create effective middle schools for Latino students regions of Texas. The schools serve predominantly (the Latino student population in seven of the nine schools was more than 90 percent). The study includes a literature review that places itself within the larger context of research literature. The study’s research findings are organized into six areas that encompass the 57...

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    How to Determine if Racial Disproportionality is Based in Policy, Procedures or Practice

    1/2/09 - Sue Gamm

    Examines policy, procedures, and practices that relate to the rate of disproportionality of racial minorities in special education

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    Instructional Models and Strategies for Teaching English Language Learners

    1/24/10 - Ani C. Moughamian, Mabel O. Rivera, David J. Francis

    While some states (Arizona, California, Florida, and Massachusetts) have passed laws detailing the types of educational programs available to English language learners, others have not. Teachers who have not been trained to work with ELLs must make decisions about the types of instructional programs and strategies they will offer these students. This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners.

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