This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2014-2015. The report compares student outcomes over two years by level of program participation.

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2014-2015. The report compares student outcomes over two years by level of program participation.

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2014-2015. The report compares student outcomes over two years by level of program participation.

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2014-2015. The report compares student outcomes over two years by level of program participation.

A review of literature concerning the effectiveness of bilingual education programs consists of three sections, each containing descriptions of one or more studies and evaluations of the studies' significance. The first examines broad studies of the factors promoting or affecting bilingual education program success. The second section looks at…

Measures of quality are now in widespread use across states as part of quality improvement initiatives. For example, many states are currently using global measures of quality that were first developed for research and practice purposes (such as the Environmental Rating Scales) in their Quality Rating Systems (QRSs). Although global quality…

Chapter I/Pupils with Compensatory Educational Needs programs in English as a Second Language (ESL) served students at 78 high schools in New York City, supplementing tax-levy-funded ESL classes in those schools serving limited-English-proficient (LEP) students. Chapter I of the Educational Consolidation and Improvement Act funded ESL and…

Sheltered English is a method of instruction for limited-English-proficient (LEP) students based on the Canadian model of immersion education in which content is taught in English and made comprehensible to the students by special instructional techniques. The goal of the program is to enable the LEP students to acquire high levels of oral English…

This handbook, designed for classroom teachers, administrators, and parents of limited-English-proficient (LEP) children, describes aspects of successful bilingual education program design. In general, the handbook's focus is on school settings with large numbers of LEP students. Chapter 1 reviews research findings on effective program design and…

Data collected during the first year of a 3-year study are reported. The study evaluated the effectiveness of a variety of special services provided to approximately 10,000 language-minority limited-English-proficient first- and third-grade students in English-medium classrooms in a national sample of 18 school districts. Services studied are not…

This article by Patricia Whitelaw-Hill, Executive Director of READ, addresses the issue of the education of limited-English students in public education. New York has joined California in concluding that bilingual education programs are not working as well as English-as-a-Second-Language (ESL) programs in helping language minority students become…

Describes the various components of the Success for All Program (SFAP) and provides a detailed review of its effectiveness in improving the academic accomplishments of students placed at risk, including English-language learners and special education students. It also compares SFAP with Reading Recovery programs. Results of evaluations of 23 SFAP…

Considerations in designing and implementing family literacy programs for the limited-English-speaking population are examined and some solutions are illustrated in one federally-funded program for Latino families, Project FLAME (Family Literacy: Aprendiendo, Mejorando, Educando/Learning, Bettering, Educating). An introductory section looks at the…

The Los Angeles Unified School District's bilingual education program provides elementary school limited-English-proficient (LEP) students with full bilingual classroom programs and individual learning programs, based on LEP population. The program also provides secondary school students with instruction in English as a Second Language and…

The annual evaluation of a Texas regional resource center is presented. The center provides training and technical assistance for school district personnel participating in programs for limited English proficient (LEP) students. Federally funded and housed in the Southwest Educational Development Laboratory, it serves 800 school districts with a…