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Paying the Price: The Impact of Immigration Raids on America’s Children
October 2007
NCLR & The Urban Institute
The report, Paying the Price: The Impact of Immigration Raids on America’s Children, details the consequences of immigration enforcement operations on children's psychological, educational, economic, and social well-being.
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Now That We Have the Facts
September 2007
California ACORN, Californians for Justice, PICO California, Public Advocates
These four organizations have been working together for the past year to find ways to ensure that the voices of those most affected by California’s broken educational system are heard in the debate over school finance reform. With the public release of this survey report, parents, students and community members, especially people of color and people with low-moderate incomes, go on record that they expect action, and are prepared to do their part.
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Reference list of Effectiveness of Bilingual Education
Summer 2007
Norm Gold
Six recent studies have consistently found that bilingual education is at least as effective as -- if not more effective than -- English-only instruction in promoting English proficiency and academic success in English.
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Understanding Latino Parental Involvement in Education
September 2007
Maria Estela Zarate, Ph.D., Tomas Rivera Policy Institute
This study by the TRPI indicates that the meaning of parental involvement in education varies greatly among teachers, school administrators, and Latino parents and children in their middle and high school years. Realigning the perceptions of Latino parents and teachers with regard to participation in education is critical, as policy makers see to include parental participation in school reform measures.
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How are English Learners faring under Proposition 227?
2006
American Institutes for Research and WestEd
As a result of the passage of Proposition 227 in 1998, bilingual education is very much reduced in California, and English learners are typically mainstreamed after no more than one year in structured English immersion classes. At the same time, more English learners than ever before are being tested on the state’s standards tests, and their scores have improved at nearly the same rate as those of native English speakers. The question is how to attribute this improvement. This summary report describes the findings and implications of an evaluation by AIR and WestEd to measure the impact of Proposition 227.
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Developing Literacy in Second-Language Learners:
Report of the National Literacy Panel on Language-Minority Children and Youth
2006
National Literacy Panel
For literacy instruction to improve for language minority students, it is critical that a national panel develop an objective research review methodology, apply this methodology to search the relevant research literature, analyze the documents, develop a report based on this analysis, and disseminate the information contained in the report to practitioners, policymakers, and researchers.
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Impact of Two-Way Bilingual Elementary Programs on Students’ Attitudes towards School and College
2001
Center for Research on Education, Diversity & Excellence
The purpose of this study was to examine the influence that participation in a two-way bilingual elementary program has had on former program participants’ language and achievement outcomes; current schooling path and college plans; and attitudes toward school, self, and others.
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Williams v. California: The Statewide Impact of Two Years of Implementation
August 2007
ACLU Foundation of Southern California and Public Advocates, Inc.
Three years after the historic class action lawsuit Williams v. California was settled on behalf of millions of California students, a new report reveals significant progress in addressing some of the most severe problems facing the state’s schools.
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Two Tests of the Effectiveness of Bilingual Education in Preschool
Summer 2007; Vol. 21, Iss. 4
Andrew M. Ryan, Journal of Research in Childhood Education
This study used multiple years of data from the Manchester (NH) Even Start program and relevant comparison groups to conduct two separate tests of the effectiveness of bilingual education in preschool. The author found evidence of an achievement gap favoring the students receiving bilingual education. The author also found that Even Start students who did not receive bilingual education performed worse on post test literacy assessments than students in an Even Start program that utilized bilingual education in the first year.
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The Unique Challenges to the Well-Being of California’s Border Kids
June 2007
Children Now & Kids Count
There are 800,000 children living along the California-Mexico border. These “boarder kids” reflect the region’s diversity and offer a glimpse into the state’s dynamic cultural future. They represent over 100 countries of origin and 80 races.
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Successful Bilingual Programs
October 2006
San Diego County office of Education
The purpose of this study was to identify schools with successful bilingual education programs, and illustrate 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.
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Recommendations for the Reauthorization of NCLB
Fall 2006
Californians Together
In California English learners (ELs) constitute 25 percent of the total student population. In many districts that percentage is much larger. The English learners are most often the subgroup that has not met AYP targets in schools that are classified as Program Improvement. To add to the educational challenges in California, the achievement gap between English only and English learners has grown every year since the 2002-03 school year.
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Position Paper on No Child Left Behind
2006
California Association for Bilingual Education
In conjunction with organizations that advocate for the rights of language minority students to equity and equal access to academic opportunities in public schools, the California Association for Bilingual Education (CABE) joins the Partnership for Advocacy Joint Organizational Statement of October 21, 2004 on the No Child Left Behind (NCLB) Act. The Joint Organizational Statement was undersigned by 56 organizations as of April 11, 2005. In addition, CABE takes a position as articulated below regarding the impact of NCLB on language minority students (herein termed English Language Learners or ELL). This position statement is intended to guide policy makers and legislators involved in the reauthorization of NCLB in 2007.
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