In 2016, California voters overturned a 1998 law that curtailed bilingual instruction throughout the state. After nearly 20 years of "English only" programs, what will it take to restore the schools' capacity to provide a broader range of services to English Learners, including dual language immersion and other forms of bilingual…

This study is an ethnographic case study that focuses on three family members from Mexican migrant farmworker households (a father, a grandmother, and mother), their discussions around the topic of educating their children, and their engagement in the seasonal early childcare programs that serve farmworker children. This study takes a…

This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students' science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for…

SciMath-DLL is a preschool professional development (PD) model including STEM instructional offerings that aims to improve the quality of instruction for all children, including dual language learners (DLLs). The purpose of the PD model is to create practical and authentic STEM and DLL supports for early childhood educators, who are generally not…

This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low-socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17…

This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low-socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17…

Educators in the United States have worked for decades to create school environments where exciting learning takes place, with students deeply engaged as they expand their ways to explore new knowledge. Although some schools provide cutting-edge opportunities for middle-class students, the challenges continue for underserved students who start…

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…

"No Child Left Behind" is federal education legislation consisting of implementation programs intended to reconcile the goals of insuring equality while promoting competition in public education in the United States. Immigrant students whose primary languages are not English are included in the mandate of "NCLB," categorized as…

Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and…

This report examines dual language program implementation in three Texas public school districts similar to Austin Independent School District. The school districts are compared in terms of demographic composition, program implementation, and English language learner (ELL) students' academic performance in 2014 on the state's academic test, STAAR.

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…

In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students. [Funding for this report was provided by Title I funds.]

This report summarizes evaluation results from AISD's prekindergarten program during 1999-2000.

This report summarizes evaluation results for AISD's federally-funded Title I program activities during school year 1998-1999.