New research into the substantial population of current and former English learners (ELs), making up 40% of California's public-school attendees, emphasizes the vital need for equitable policies promoting both English proficiency and academic success among ELs. The study explores effective strategies concerning EL reclassification, use of native language, core curriculum access, and assessment. The research sheds light on the average duration for reclassification from EL to fluent English proficiency, highlighting the potential benefits of bilingual education programs over English immersion regarding reclassification rates. Researchers advocate for alignment between reclassification criteria and English proficiency constructs, stressing the importance of coordinated services during the EL and Fluent English Proficient (FEP) stages. Additionally, the study underscores the positive impact of bilingual education and dual immersion programs on EL academic outcomes while emphasizing the necessity for fair assessment accommodations, acknowledging potential biases in standardized tests and the significance of tailored accommodations for EL students. This comprehensive approach aims to guide policymakers and educators toward diverse policies and services for enhancing EL academic achievements.
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.
Establishing Equitable Policies for English Learners
New research into the substantial population of current and former English learners (ELs), making up 40% of California's public-school attendees, emphasizes the vital need for equitable policies promoting both English proficiency and academic success among ELs. The study explores effective strategies concerning EL reclassification, use of native language, core curriculum access, and assessment. The research sheds light on the average duration for reclassification from EL to fluent English proficiency, highlighting the potential benefits of bilingual education programs over English immersion regarding reclassification rates. Researchers advocate for alignment between reclassification criteria and English proficiency constructs, stressing the importance of coordinated services during the EL and Fluent English Proficient (FEP) stages. Additionally, the study underscores the positive impact of bilingual education and dual immersion programs on EL academic outcomes while emphasizing the necessity for fair assessment accommodations, acknowledging potential biases in standardized tests and the significance of tailored accommodations for EL students. This comprehensive approach aims to guide policymakers and educators toward diverse policies and services for enhancing EL academic achievements.
Getting Down to Facts
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.