Study of New School Accountability Plans Shows Districts Not Focused on Needs of English Learners

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.

Californians Together Provides Input to Draft Federal Guideline for Race to the Top, School Improvement Grants, State Consortia Developing High Quality Assessments and NAEP Uniform Guideline for Test

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.


Essential Elements of Effective Practices for English Learners

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.


ESEA Reauthorization Recommendations

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.

2008 Reading/Language Arts Adoption Recommendations

Feb | 2009

During the spring and summer of 2008 representatives of the Californians Together attended two California Department of Education trainings for the Instructional Materials Advisory Panel members and had over seventeen experts observe the textbook deliberations. Each of the observers learned much about the process and the materials and was impressed with the commitment of the panel members, the commissioners and staff. More importantly, the observers walked away with a better understanding of the adoption process, and the challenge of selecting instructional materials that best serve the instructional needs of all students, including English learners.Based upon our observations of the work of the advisory panels, Californians Together offers the attached findings on the process, criteria and content of the materials with recommendations.

Supplanting versus Supplementing – Categorical Program Integrity

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. 

California English Learners State and Federal Accountability Systems Survey

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.