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Direct linkCallahan, Rebecca; Gautsch, Leslie; Hopkins, Megan; Carmen Unda, Maria Del – Educational Policy, 2022
With the 2015 passage of the "Every Student Succeeds Act" (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs' educational experiences are also…
Descriptors: Educational Policy, English Language Learners, Immigrants, Social Attitudes
Hopkins, Megan; Weddle, Hayley; Lavadenz, Magaly; Murillo, Marco A.; Vahdani, Tara – Peabody Journal of Education, 2022
Under federal civil rights law, U.S. school districts have a dual obligation to provide students identified as English learners (ELs) with designated English-language development (ELD) instruction and integrated ELD support during core content instruction. Drawing on an analysis of interviews with 96 educators in two large California districts, we…
Descriptors: English Language Learners, School Districts, Teacher Attitudes, Access to Education
Hill, Laura; Betts, Julian; Hopkins, Megan; Lavadenz, Magaly; Bachofer, Karen; Hayes, Joseph; Lee, Andrew; Murillo, Marco A.; Vahdani, Tara; Zau, Andrew C. – Public Policy Institute of California, 2019
English Learners are an important part of California's K12 student population. Over 40 percent of students in California's K-12 education system speak a language other than English at home. Almost half of these students are considered English Learners (ELs), meaning they require additional language and academic support to succeed in school. In…
Descriptors: English Language Learners, Student Needs, Barriers, Second Language Learning
