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1 by Melissa Lazarn Bibliography and Resources ELL Demographic Data Batalova, Jeanne. Spotlight on Limited English Proficient Students in the United States. Washington, D.C.: Migration Policy Institute, 2006. Accessed December 23, 2011, http://www.migrationinformation.org/USfocus/display.cfm?ID=373#7. Capps, Randy, Michael Fix, Julie Murray, Jason Ost, Jeffrey S. Passel, and Shinta Herwantoro. New Demography of Americas Schools: Immigration and the No Child Left Behind Act. Washington, D.C.: The Urban Institute, 2005. National Center for Education Statistics. The Nations Report Card: Mathematics 2011. NCES 2012-458, U.S. Department of Education, Washington, D.C, 2011. . The Nations Report Card: Reading 2011. NCES 2012-457, U.S. Department of Education, Washington, D.C., 2011. National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs. The Growing Numbers of English Learner Students: 1998/992008/09. Washington, D.C.: U.S. Department of Education, 2011. . Title III Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program. Washington, D.C.: U.S. Department of Education, 2008. Zehler, Annette M., Howard L. Fleischman, Paul J. Hopstock, Todd G. Stephenson, Michelle L. Pendzick, and Saloni Sapru. Descriptive Study of Services to LEP Students and LEP Students with Disabilities. Washington, D.C.: Development Associates, Inc., 2003. Costs of Educating ELLs
2 Education Resource Strategies. Fair Student Funding Summit: Conference Proceedings and Recommendations for Actions. Watertown, Mass.: Education Resource Strategies, 2010. Gndara, Patricia, and Russell W. Rumberger. Defining an Adequate Education for English Learners. Education Finance and Policy 3 (2008): 13048. Early-Childhood Education Barnett, W. Steven, and Donald J. Yarosz. Who Goes to Preschool and Why Does it Matter? New Brunswick, N.J.: National Institute for Early Education Research, 2007. Barnett, W. Steven, Donald J. Yarosz, Jessica Thomas, Kwanghee Jung, and Dulce Blanco. Two-Way and Monolingual English Immersion in Preschool Education: An Experimental Comparison. Early Childhood Research Quarterly 22 (2007): 27793. U.S. General Accounting Office. Child Care and Early Childhood Education: More Information Sharing and Program Review by HHS Could Enhance Access for Families with Limited English Proficiency. GAO-06-807, U.S. General Accounting Offic, Washington, D.C., 2006. Identifying, Assessing, and Reclassifying ELLs Abedi, Jamal. Assessment and Accommodations of English Language Learners: Issues, Concerns, Recommendations. Journal of School Improvement 3 (2002). Abedi, Jamal, and Ron Dietel. Challenges in the No Child Left Behind Act for English Language Learners. CRESST Policy Brief 7, University of California, National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, 2004. ELL Accommodations Online Toolkit and Database. Arlington, VA: George Washington University, Center for Equity and Excellence in Education. Accessed December 27, 2011, http://ells.ceee.gwu.edu/tags.aspx. Hakuta, Kenji, and Alexandra Beatty, eds. Testing English Language Learners in U.S. Schools: Report and Workshop Summary. Washington, DC: National Academies Press, 2000. Parrish, Thomas B, Amy Merickel, Mara Prez, Robert Linquanti, Miguel Socias, Angeline Spain, Cecilia Speroni, Phil Esra, Leslie Brock, and Danielle Delancey. Effects of the Implementation of Proposition 227 on the Education of English Learners, K12: Findings from a Five-Year Evaluation. Palo Alto, CA: American Institutes for Research and WestEd, 2006. Rivera, Charlene, Barbara D. Acosta, and Lynn Shafer Willner. Guide for Redefining State Assessment Policies for Accommodating English Language Learners. Arlington, VA: George Washington University, Center for Equity and Excellence in Education, 2008.
3 Wolf, Mikyung Kim, Jenny C. Kao, Noelle Griffin, Joan L. Herman, Patina L. Bachman, Sandy M. Chang, and Tim Farnsworth. Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation UsesPractice Review. Rep. No. 732, University of California, National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, 2008. English-Language Acquisition and Language Instructional Models August, Diane, and Kenji Hakuta, eds. Educating Language-Minority Children. Washington, DC: National Academies Press, 1998. August, Diane, and Timothy Shanahan, eds., Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Erlbaum, 2006. Hakuta, Kenji, Yuko Butler, and Daria Witt. How Long Does It Take English Learners to Attain Proficiency? Policy Report 2000-1, California Linguistic Minority Research Institute, Santa Barbara, CA, 2000. Linquanti, Robert. Fostering Academic Success for English Language Learners: What Do We Know? San Francisco: WestEd, 1999. Rossell, Christine H., and Keith Baker. The Educational Effectiveness of Bilingual Education. Research in the Teaching of English 30 (1996): 769. Saunders, William M., Barbara R. Foorman, and Coleen D. Carlson. Is a Separate Block of Time for Oral English Language Development in Programs for English Learners Needed? Elementary School Journal 107 (2006): 18199. Slavin, Robert E., Nancy Madden, and Margarita Caldern. Reading and Language Outcomes of a Five-Year Randomized Evaluation of Transitional Bilingual Education. Baltimore: Johns Hopkins University, 2010. Effective Academic Strategies Borman, Geoffrey D., Robert E. Slavin, Alan Cheung, Anne Chamberlain, Nancy Madden, and Bette Chambers. Final Reading Outcomes of the National Randomized Field Trial of Success for All. American Research Journal 44 (2007): 70131. Caldern, Margarita, Robert Slavin, and Marta Snchez. Effective Instruction for English Learners. The Future of Children 21 (2011): 10327.
4 Callahan, Rebecca M. Tracking and High School English Learners: Limiting Opportunity to Learn. American Educational Research Journal 42 (2005): 30528. Callahan, Rebecca, Lindsey Wilkinson, and Chandra Muller. Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools: Effects of ESL Placement. Educational Evaluation and Policy Analysis 32 (2010): 84117. Accessed December 10, 2011, doi:10.3102/0162373709359805. Cheung, Alan, and Robert E. Slavin. Effective Reading Programs for English Language Learners and Other Language-Minority Students. Bilingual Research Journal 29 (2005): 241 67. Fine, Michelle, Brett Stoudt, and Valerie Futch. The Internationals Network for Public Schools: A Quantitative and Qualitative Cohort Analysis of Graduation and Dropout Rates. New York: The Graduate Center, City University of New York, 2005. Francis, David J., Mabel Rivera, Nonie Lesaux, Michael Kieffer, and Hector Rivera. Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions. Portsmouth, NH: Center on Instruction, RMC Research Corporation, 2006. Gndara, Patricia, and Frances Contreras. The Latino Education Crisis: The Consequences of Failed Social Policies. Cambridge, MA: Harvard University Press, 2009. Goldenberg, Claude. Teaching English Language Learners: What the Research Doesand Does NotSay. American Educator (2008): 823, 4244. Olson, Laurie. Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for Californias Long Term English Learners. Long Beach, CA: Californians Together, 2010. Short, Deborah J., and Shannon Fitzsimmons. Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. Washington, DC: Alliance for Excellent Education, 2007. Slavin, Robert E., and Alan Cheung. How Do English Language Learners Learn to Read? Educational Leadership 61 (2004): 5257. Success for All. Independent Reviews Support Achievement Effects of Success for All: Success for Alls Strong Research Base Recognized in Comparative Studies. Baltimore, MD: Success for All, 2006. Valenzuela, Angela. Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring. Albany, NY: State University of New York Press, 1999.
5 Walqui, Ada. Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School. Washington, DC: Center for Applied Linguistics, 2000. White, Claire E., and James S. Kim. Putting the Pieces of the Puzzle Together: How Systematic Vocabulary Instruction and Expanded Learning Time Can Address the Literacy Gap. Washington, DC: Center for American Progress, 2009. Williams, Trish, Kenji Hakuta, Edward Haertel, Mary Perry, Isabel Oregn, Noli Brazil, Michael Kirst, and Jesse Levin. Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A Follow-Up Analysis, Based on a Large-Scale Survey of California Elementary Schools Serving Low-Income and EL Students. Mountain View, CA: EdSource, 2007. Teachers Editorial Projects in Education Research Center. Teaching ELL Students. Table in Quality Counts 2009: Portrait of a Population. Education Week (January 8, 2009). Accessed December 14, 2011, http://www.edweek.org/ew/toc/2009/01/08/index.html. Grant, Rachel A., and Shelley D. Wong. Barriers to Literacy for Language-Minority Learners: An Argument for Change in the Literacy Education Profession. Journal of Adolescent & Adult Literacy 46 (2003): 38694. Lankford, Hamilton, Susanna Loeb, and James Wyckoff. Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis. Educational Evaluation and Policy Analysis 24 (2002): 3762. Master, Ben, Susanna Loeb, Camille Whitney, and James Wyckoff. Different Skills: Identifying Differentially Effective Teachers of English Language Learners. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research, 2012.Load More