Reclassification, the process by which English learner (EL) students exit EL classification, often determines ELs' access to mainstream academic coursework. While existing research finds that many students who demonstrate English proficiency do not reclassify, few studies evaluate policies that effectively reclassify eligible students. This study…

This article examines the development, delivery, and outcomes of a year-long, collaborative, professional development (PD) program for 33 K-16 world language educators who taught in the State of Delaware. This work was prompted (in part) by Delaware's publication of its World-Readiness Standards for Learning Languages (Delaware Department of…

The research note focuses on the alignment aspect of English language proficiency (ELP) assessments, one of the required types of validity evidence for the federal peer review process of states' assessment systems. A basic tenant of current U.S. education policy is the alignment between what a test assesses and what content has been determined as…

This is the 2020-2021 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. This report addresses the following three areas: (1) Demographic characteristics of students classified as English Language Learners (ELL); (2) English language acquisition results of ELL students on the State's English…

During the academic year in the state of Georgia, EL students in public schools take the Georgia Milestones End-of-Grade and the ACCESS 2.0 assessments, which are in line with the state-mandated subject area standards in mathematics, science, language arts, and social studies, as well as English language proficiency standards (Georgia Department…

This is the 2019-2020 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. This report addresses the following two areas: (1) Demographic characteristics of students classified as English Language Learners (ELL); and (2) English language acquisition results of ELL students on the English Language…

This is the 2018-2019 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. This report addresses the following three areas: (1) Demographic characteristics of students classified as English Language Learners (ELL); (2) English language acquisition results of ELL students on the English Language…

The Every Student Succeeds Act (ESSA) has ushered in an era of renewed focus on English Learners (ELs) in states' accountability systems. The new law not only emphasizes the academic achievement and growth of ELs alongside their peers, but it also demands that states prioritize English language acquisition and proficiency for ELs. Under the No…

This is the 2016-2017 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL); (2) Compare and contrast the academic achievement of students in the English for…

This is the 2017-2018 annual report on the academic progress of English language learners in Miami-Dade County Public Schools. This report is the first annual report designed to satisfy the requirements of the Every Student Succeeds Act (ESSA) that was signed into law in 2015. School year 2017-2018 was the first year in which state and local…

The "English Language Development among American Indian English Learner Students in New Mexico" study examined ways to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial…

New Mexico's Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner…

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This is the evaluation report summarizing the performance of students who participated in the district's Dual Language Bilingual Program.…

The purpose of this quantitative study was to examine the relationship of language proficiency (WIDA) on the performance of third, fourth, and fifth grade English language learners who were administered the Virginia Standards of Learning (SOL) assessments during the 2017-2018 assessment year. The Virginia Standards of Learning (SOL) reading and…

Researchers have estimated that by 2030, two of every five American public school students will be acquiring English as second language learners (Shah & Cavanagh, 2012). Providing adequate means by which ELLs can obtain both English language and academic proficiency will be paramount if they are to be successful, contributing members of their…