Teaching ELLs well

A new report from the Education Trust-West identifies districts across California that are breaking away from educating ELLs with insufficient academic supports, ill-prepared teachers, and less rigorous coursework. The report includes an analysis of data from 276 unified school districts based on their performance on four indicators, including the California Standards Test, English Language Arts proficiency rates, California English Language Development Test advancement rates, long-term English learner rates, and reclassification rates. It identifies districts rising to the top on each metric, as well as 11 districts that performed well on 3 of 4 indicators. The report also includes detailed information on who California's English learners are and how state and national policies have shaped programs, services, and funding for them; case studies of promising practices and strategies contributing to positive results for English learners in top-performing districts; a summary spreadsheet showing how all 276 districts performed on the four indicators; and a review of Local Control and Accountability Plans regarding programs and services that top districts plan to provide to English learners. With reforms like the Local Control Funding Formula and the Common Core dramatically shifting California's education landscape, the report concludes with several policy recommendations to ensure action is taken to capitalize on these reforms to better serve English learners. More

Source:  Public Education News Blast

Published by LEAP

Los Angeles Education Partnership (LAEP) is an education support organization that works as a collaborative partner in high-poverty communities.