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.
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:
525 East Seventh Street, #207
Long Beach,California, CA 90813
Questions: call 562-983-1333
Jul | 2014
This report examines the educational experiences and outcomes of first and second-generation immigrant youth ages 16 to 26 across California’s educational institutions, encompassing secondary schools, adult education, and postsecondary education. ELLs are a central focus of the analysis at all levels …Read More.
Sep | 2012
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.
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.
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.
Jan | 2010
This the second edition of our Seal of Biliteracy Information and Implementation Booklet. We hope you find this updated booklet helpful when planning to adopt and implement the Seal of Biliteracy and pathway awards.
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.
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
Nov | 2002
These two reports document policies promulgated by the California State Board of Education and legislature that were hostile to the continuation and support of bilingual programs and appropriate resources for all services to English learners.