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Download full textHouston Independent School District, 2015
English language learners (ELLs) are at risk of falling behind academically because of unaddressed gaps in academic language and literacy skills. The Everyday ExcELLence Institute was a collaboration between the Multilingual, Curriculum, Instruction, & Assessment and Professional Support & Development departments and was intended to…
Descriptors: Program Evaluation, English Language Learners, English (Second Language), Second Language Learning
Houston Independent School District, 2013
The Houston Independent School District (HISD) currently offers five bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELLs). These programs are intended to facilitate ELL students' integration into the regular school curriculum and to ensure access to equal educational opportunities. This…
Descriptors: Program Evaluation, Bilingual Education, Second Language Learning, Second Language Instruction
Houston Independent School District, 2014
Secondary-level English language learners (ELLs) are at risk of falling behind academically because of unaddressed gaps in academic language and literacy skills. The Everyday ExcELLence Institute was a collaboration between the Multilingual, Curriculum, Instruction, & Assessment and Professional Support & Development departments and was…
Descriptors: Program Evaluation, English Language Learners, English (Second Language), Second Language Learning
Houston Independent School District, 2014
The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD), which are designed for Spanish-speaking ELLs. The largest group of students in this category consists of ELLs whose home language…
Descriptors: Bilingual Education Programs, School Districts, English Language Learners, Vietnamese
Perez, Maria; Esra, Phil; Parrish, Thomas B.; Spain, Angeline; Anand, Priyanka; Socias, Miguel; Brock, Leslie; Graczewski, Cheryl; Linquanti, Robert – American Institutes for Research, 2004
In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. Intended to change how the state's English learners (ELs) are instructed, Proposition 227 required that ELs be taught "overwhelmingly in English" through sheltered/structured English immersion (SEI) programs during a transition period and then…
Descriptors: Second Language Learning, State Legislation, Program Evaluation, Program Effectiveness
