In this article, we present a review of research studies that address special education literacy instruction for English language learners (ELLs) with learning disabilities (LD) and ELLs with low literacy achievement in elementary and middle school grades. We describe research on the following categories: a) culturally and linguistically…

This qualitative study investigated five elementary classroom teachers' perceptions of, and attributions about the school performance of Asian American students. Using naturalistic inquiry, data were obtained through interviews, classroom observations, document reviews and field notes; and were analyzed using grounded theory techniques. The…

This article presents a brief overview of the No Child Left Behind Act (2001) requirement that schools use instructional strategies based on scientifically-based research (SBR) to improve the academic performance of students. Controversies resulting from the definition of SBR, complexities encountered in conducting research in schools, and the…

The No Child Left Behind Act's emphasis on universal standards of academic performance, defined as proficiency in grade-level core curriculum and state academic assessments, challenges general education program personnel to higher standards of professional practice. Because schools must report student achievement by subgroups, including students…

"Good" schools are typically defined as environments in which good students attend, good teachers teach, good parents participate, and good communities exist. This definition suggests that students maintain high test scores with the focus on going to college. In other words, good schools are typically exclusive in maintaining high standards for…

For English Language Learners (ELLs), the process of becoming literate in English is daunting. Not only are these students faced with the same literacy challenges faced by native English-speaking students, but they are also challenged with extensive diversity issues relating to substantial differences in linguistic, cultural, and academic…

This article provides an overview of the major factors and interventions affecting migrant students' academic performance/outcomes. Factors outside the school, such as poverty, family, and English language proficiency, are discussed. Next, factors inside the school, such as student records, credit accrual, and school curriculum, will be reviewed.…

The authors examined the perspectives of African American boys on topics related to culturally responsive teaching, cultural discontinuity, and differential treatment. Participants in focus group interviews were 19 elementary and middle school students identified as having emotional and behavioral disorders or chronic behavior problems.…

The authors review 11 studies published from 1971 through the 1990s on learning and behavioral difficulties among Chinese American children. The focus of the review is on (a) quantity and quality of the studies, (b) topics examined, and (c) research findings. Results showed that limited English proficiency, delinquency and gangs, and emotional and…

The National Research Council (NRC) report on the disproportionate representation of minority students in special and gifted education represents an opportunity to draw national attention to the challenges faced by educators as they attempt to provide high-quality educational opportunities for students from culturally and linguistically diverse…

This article is intended to dispel the myth that Latinas and Latinos and other urban high school youths of color are not capable of performing at high academic levels. Much research shows that youths of color are underrepresented and underserved in gifted education programs. The authors describe the four success factors to which 10 working-class…

The authors present findings from an initial information gathering and analysis of a larger Office of Special Education Programs model demonstration project, "Connections to Success." The article is based on an analysis of a teacher survey conducted at four schools in the project's partner district focused on perceived problems, sources of stress,…

This article focuses on factors that impact identification of and services for English-language learners (ELLs) with suspected language-learning disabilities. These factors include (a) home and school environments, (b) the school's philosophy, (c) instructional strategies, and (d) other contextual variables that affect language use. In addition,…

Reform and accountability are imperative for programmatic changes in general and special education. Understandably, any form of reform matters to students, parents, and other educational stakeholders. However, the question is not whether special education is a necessity; the questions continue to be, How "special" is special education for African…

This qualitative study was designed to strengthen the voice of urban practitioners in the scholarly debate regarding issues in urban teaching. Interviews were conducted with urban special education teachers, general education teachers, and principals from 23 urban school districts across the country. These three groups of educators identified…