California is the First State in the Nation to Define and Identify English Learners who After Many Years are Struggling to Succeed

Dec | 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.

The California Campaign for Biliteracy

Oct | 2014

by Laurie Olsen,Ph.D.,  A CaliforniansTogether Publication

Building upon the momentum and statewide engagement in the State Seal of Biliteracy, Californians Together is announcing “The California Campaign for Biliteracy”.   Parents, students and districts are asking about tools to help development multiple pathways to biliteracy prek-12th grade leading to all students being eligible for the State Seal of Biliteracy.  This campaign describes and supports the development of strong, articulated, equitably accessible preschool through high school programs and learning opportunities that will prepare students with high level proficiency in two or more languages.

Thispublication is a tool to help schools and districts build multiple pathways tobiliteracy.  Included in the publicationis information about the benefits and background on biliteracy,  language learning opportunities, awardcriteria, and guidance to begin a district effort to implement multiplepathways to biliteracy.

Complete the order form with this announcement, and fax, email or mail with payment bycheck, p.o. or credit card to:

CaliforniansTogether

525 East Seventh Street, #207
Long Beach,California, CA 90813
562-436-1822 (fax)

shelly@californianstogether.org

Questions:  call 562-983-1333

Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners

Sep | 2012

by Laurie Olsend, Ph.D.

Well over half of the secondary school English Learners in California are Long Term English Learners –struggling academically and stuck in progressing towards English proficiency despite six or more years in U.S. schools. Many secondary schools and districts, feeling the urgency of meeting the needs of these Long Term English Learners, are attempting to modify curriculumor create new courses that address the unique language and academic gaps ofthese students.  Most are doing so without guidance, without a clear sense of how best to design these classes, and making do with whatever curricular resources they happen to have or hear about. Now, a new publication, “Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners”, culls thelessons learned from districts throughout the state and provides needed guidance for the field.

Publications

Apr | 2011

Californians Together is pleased to announce the availability of exciting research-based publications and tools to help develop and improve policy and practice for school and district reform targeting English learners. We are grateful to the staff and talent from California Tomorrow that has trusted us to distribute their materials to keep their visions for equity in our schools alive.

RESEARCH AND POLICY REPORT – LONG TERM ENGLISH LEARNERS

May | 2010

Systemic issues in California’s public education have created a majority of high school English Learners who despite many years in our schools are still not English proficient and have developed major academic deficits, according to a recent study authored by Californians Together and funded by the California Community Foundation.

The report, Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners, calls upon state policymakers and leaders to provide solutions and outlines basic principles and promising approaches for school districts to meet the needs of English Learners more effectively.

 
  
 
 

Successful Bilingual Schools: Six Effective Programs in California

Oct | 2006

Norm Gold Associates and the San Diego County Office of Education
This report profiles successful bilingual education programs at six schools in San Diego, Los Angeles, and Ventura, California. It was designed to show that bilingual schools are capable of providing opportunities for students to achieve and sustain high levels of academic excellence even when faced with challenges such as poverty and a lack of students’ English proficiency upon entering school.

Reclassification of English Learners, Dr. Jim Grissom, College of Education, Arizona State University, Education Policy Analysis Archives

Jul | 2004

A report published by the Education Policy Analysis Archives and authored by James Grissom of the California Department of Education challenges the assumption that improvements in the reclassfication rate and academic achievement of English learners has taken place since the passage of Prop. 227. The report is based on statewide data from three different cohorts tracked across four years. Based on the data, Grissom concludes that Prop. 227 has had no effect on reclassfication rates or test scores. To read the full report, visit