Title I accountability requirements under the Every Student Succeeds Act (ESSA) represent the present-day instantiation of Lau, which requires schools to provide a program for English learners (ELs) that supports their meaningful engagement and to provide transparent information about EL program quality. This study uses critical policy analysis to…

How progressive is school spending when spending is measured at the school-level, instead of the district-level? We use the first dataset on school-level spending across schools throughout the United States to ask to what extent progressivity patterns previously examined across districts are amplified, nullified, or reversed, upon disaggregation…

Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated…

Educating limited-English-proficient students (LEP) in the nation's public schools is an unmet educational need with national impact and a history of minimal compliance with Federal laws. The Lau v. Nichols decision of 1974 placed responsibility on school districts to ensure that LEP students were identified and provided with a language response…