Total enrollments (undergraduate and graduate) in languages other than English dropped by 9.2% between fall 2013 and fall 2016, as reported in the Modern Language Association's twenty-fifth language enrollment census. Despite the overall drop, there were gains in nearly half of all language programs (45.5%) that mitigate somewhat the downward…

We examined the progress of kindergarteners who entered the Wake County Public School System (WCPSS) in 2008-09 and in 2010-11 who were identified as limited in English proficiency (LEP). For the 2008-09 cohort, English proficiency increased steadily over time. Few were able to exit LEP status in their first three years in WCPSS (10.5%); this…

"Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools," of which this report is one part, is a project commissioned by the Boston Public Schools as part of this process of change set in motion by the intervention of the state and the federal governments on behalf of Boston's English language…

Over the past 25 years, a small but growing number of school districts have implemented weighted student funding (WSF), a type of school-based budgeting system, as a way to increase school-level autonomy and flexibility and more equitably distribute funding among schools. In these districts, education leaders have implemented policies that…

"Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 1," is intended to provide both practitioners and policymakers with detailed information about the design, implementation, and outcomes of weighted student funding (WSF) systems in the United States. Findings…

The federal government has had a long-standing commitment to ensuring access of English Learner (EL) students to a meaningful education. As early as 1968, the "Elementary and Secondary Education Act" ("ESEA") contained provisions for supporting the education of EL students and in its 1974 landmark decision, "Lau v.…

This report examines the impact of the No Child Left Behind Act (NCLB) on student achievement and teacher quality in rural school districts and the challenges those rural districts face in complying with the Act. It also analyzes differences in responses to NCLB between rural districts and urban or suburban districts. Findings are drawn from the…

This study examined participation in preschool and its relationship with the cognitive and social development of language-minority students. Although there is a large body of research that demonstrates the cognitive and social benefits of attending preschool (Barnett, 1995; Gorey, 2001; National Research Council, Committee on Early Childhood…

Since 2002, the Center on Education Policy (CEP) has been studying state high school exit examinations--tests that students must pass to receive a high school diploma. Each year, a national report has been published with findings about the 26 states that have or will soon implement exit exams. In addition, occasional reports have been published…

The report summarizes current knowledge about immigrant students in California public schools. First, the most recent available evidence concerning the size, ethnic composition, and other characteristics of fluent-English-proficient and limited-English-proficient language minority students enrolled statewide is reviewed. Data from the Los Angeles…