Study of Year 2 Local Control Accountability Plans (LCAPs) Reveals a Weak Response to the Needs of English LearnersApr | 2016
Report on 2nd Year of LCAPs Calls for the State, Districts and County Offices of Education to Make the Remaining Years of LCFF about Closing Gaps and Raising Levels of Language and Academic Growth
SACRAMENTO, Calif. (April 5, 2016) – A second report that reviewed the Local Control Accountability Plans (LCAPs) of 29 key school districts throughout the state, and the impact those LCAPs are having on English Learner students, was released today by Californians Together. This report is a follow-up to the year 1 report released in May 2015 and serves to document the key differences between first and second-year LCAPs in demonstrating increased or improved services to English Learners.
English Learner Leadership Fellowships Available
Californians Together, in collaboration with the California Association for Bilingual Education (CABE) invites mid-career leaders in English Learner education and advocacy to apply for a three-year fellowship. … Read More.
California is the First State in the Nation to Define and Identify English Learners who After Many Years are Struggling to SucceedDec | 2014
Sacramento: Three out of four (74%) English Learner students in grades 6 -12 have been in California schools for 7 years or more and are still without the English skills they need to succeed academically. Because this is longer than it should take to attain English proficiency, they are called “Long Term English Learners” (LTELs). The numbers compiled by the California Department of Education for the first time by any state in the nation, is part of an effort to ensure these students get the educational support they need. … Read More.