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Richard L. Sparks – Journal of Disability Policy Studies, 2024
Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The…
Descriptors: Second Language Learning, Learning Disabilities, Students with Disabilities, Cultural Context
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Susana H. Hernández; Andrea Burridge; Lyle McKinney; Christopher A. Burnett – Community College Journal of Research and Practice, 2025
The corequisite model is a promising developmental education reform effort that is helping students transition into college-level coursework more quickly. The purpose of this Brief is to offer recommendations to college leaders, faculty, and staff involved with implementing the corequisite model at their institution. Our recommendations are from a…
Descriptors: Minority Serving Institutions, Community Colleges, School Size, Developmental Studies Programs
Kerris A. Satchell – ProQuest LLC, 2024
Online credit recovery (OCR) allows US students at risk of dropping out of school to retake courses to meet graduation requirements and eventually graduate from high school. The problem addressed in this study is that despite participating in online English II credit recovery (ELA II OCR), students in a rural school district in North Florida still…
Descriptors: At Risk Students, Dropouts, High School Students, English Instruction
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Erin Fell – Foreign Language Annals, 2024
Louisiana is currently the only state in the United States that requires foreign language (FL) study for some, but not all of their high school students, and these requirements are undergoing seismic changes. Considering that "geographic," "economic," and "integration" factors contribute to whether a school can…
Descriptors: Second Language Learning, Second Language Instruction, High School Students, State Policy