This brief draws on dialogue and investigation among the district practitioners, researchers, and policymakers participating in the California Collaborative on District Reform. It discusses ways in which districts can approach mathematics education given the current fiscal and political context in California.
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This fourth and final brief in the California Collaborative on District Reform series examines how the Fresno-Long Beach Learning Partnership uses data to inform work across and within the districts. The Partnership is a collaboration that aims to improve student outcomes, accelerate achievement for all students, and close achievement gaps by capitalizing on shared systemic capacity-building across two high-need districts.
This article, authored by distinguished AIR researcher Jennifer O’Day, compares the effects of selected instructional practices on both English Language Learners (ELLs) and non-ELLs.
The TELL project is a review of literature and critical annotated bibliography to provide an overview and critique of the research related to the transition of English language learners.
This National High School Center research brief outlines existing barriers regarding teacher expectations, tracking, and placement of English language learners and offers key policies and useful strategies in building capacity and developing learning environments conducive for all students in obtaining academic success.
This study focuses on two primary research questions: What analytical techniques exist for estimating the cost of an adequate education for special education students? How might these techniques be applied to estimate the cost of an adequate education for special education students in California, and how do these cost estimates compare to what is currently spent on special education students?
This report outlines a number of critical issues that should be addressed in order to allow states to explore and understand relationships between the performance of English language learning students on NAEP and on state assessments in this policy context.
Common Core of Data (CCD) surveys for the 2004-05 school year and the fiscal year 2004, includes data about students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services.