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For more information, click on the cover or title of the publication listed.
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Improving Literacy Outcomes for English Language Learners in High School: Considerations for States and Districts in Developing a Coherent Policy Framework (2006)
This research brief, published by the National High School Center, outlines current barriers to English learners' academic success regarding teacher expectations, tracking, and placement. |
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La Frontera: Challenges and Opportunities for Improving Education Along the U.S.-Mexico Border (2004)
This report elaborates on findings from Voices from La Frontera: A Study of School Districts Along the United States-Mexico Border and further builds understanding of how to support this region’s districts and, through them, their schools and students. |
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Voices from La Frontera: Study of School Districts Along the United States/Mexico Border (2002)
School board associations in four states — California, Arizona, New Mexico, and Texas — commissioned this broad-based report about K-12 education along La Frontera, the United States/Mexico border, to identify common issues and questions facing the region's school districts. |
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The Redesignation Dilemma: Challenges and Choices in Fostering Meaningful Accountability for English Learners (2001)
"This policy report focuses on the tensions and dilemmas surrounding one of the most common milestones used for defining and measuring English learners’ progress: their redesignation or reclassification from limited to fluent English proficient."
—from the report |
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Fostering Academic Success for English Language Learners: What Do We Know? (1999)
The number of English language learners (ELLs) has grown exponentially in our region, and fostering their academic success has never been more urgent. This publication synthesizes information from several authoritative sources in order to foster better educational practice and accountability for the success of ELLs.
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