May | 2015
Report on 1st Year of LCAP Calls for Stronger State Guidance, More Local Commitment to Research-based Approaches and Stronger Engagement With EL Families & Communities
A new report that reviewed the Local Control Accountability Plans 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.
The report, titled “Falling Short on the Promise to English Learners, A New Report on Year One District Local Control Accountability Plans,” found that LCAPs tend to be characterized by woefully inadequate specificity and weak attention to how schools are meeting the various needs of English Learners.
Nov | 2014
Secretary Duncan and the U. S. Department of Education released guidelines for the expenditure of billions of dollars to reform schools and districts to shrink the achievement gap and turn around low performing schools. Californians Together suggests that to reform the nation’s schools and particularly California’s schools, the new initiatives need to focus on English learners. Attached is the input provided to the U. S. Department of Education on the Race to the Top, School Improvement Grant guidelines, NAEP Uniform Guidelines for Testing ELs and testimony given at a hearing on state consortia developing and implementing high quality assessments aligned to the new common core standards. Dr. Magaly Lavadenz from Loyola University and Dr. Barbara Flores appeared before a panel to present our recommendations in Denver, December 2, 2010.
Jun | 2012
Policy Brief on Essential Elements of Effective Practices for English Learners, Drs. Magaly Lavadenz and Elvira Armas, Center for Equity for English Learners (CEEL) and Karen Cadiero Kaplan, Center for Equity and Biliteracy Education Research (CEBER) San Diego State University
In response to the negative impact on English Learners from over 10 years of “drill and kill”, narrowly focused reading and math curricula and limited access to social science, science and the arts, Californians Together has issued a policy brief to delineate research-based teaching practices with policy recommendations for accelerating the language development and academic growth of English Learners.
May | 2010
Californians Together submitted the attached recommendations for the reauthorization of Elementary and Secondary Education Act to both the House Education and Labor Committee and the Senate Health, Education, Labor and Pensions Committee. These recommendations focus on what the reauthorization should address for improving schools for English learners.
Feb | 2009
Dec | 2008
Twelve organizations are urging the State Superintendent of Instruction and the President of the State Board of Education to clarify the intent of categorical funds. State law and court cases lay the legal foundation for guaranteeing that categorical funds are to supplement the base program and not supplant the services guaranteed to English learners. The following letter should be shared with all stakeholders.
Mar | 2008
We are interested to know how the implementation of No Child Left Behind and state accountability measures for schools that are identified as low-achieving, are placed in Program Improvement Status, or in a High Priority Schools Grant Program may be impacting English Learners and English Learner programs. Please take a moment to complete one of our on-line surveys listed below. Please share this with colleagues who could help provide us with this information. Thank you for your valuable input.
DISTRICT LEVEL SURVEY
SCHOOL LEVEL SURVEY
Oct | 2004
This document provides rationale, a position and criteria for guidelines for state reclassification criteria.
Mar | 2004
Not until significant numbers of CELDT tests were administered to new students for initial assessment did the problem of prematurely identifying IFEPs materialize. This document makes recommendations for modifying aspects of the CELDT to produce accurate language proficiency designation.
Oct | 2003
This article reviews the conditions of schools for California’s English learners and argues that there are seven aspects of schooling of ELs where students receive an education that is demonstrably inferior to that of English speakers.