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ERIC Number: ED508234
Record Type: Non-Journal
Publication Date: 2009-Oct
Pages: 82
Abstractor: ERIC
Succeeding with English Language Learners: Lessons Learned from the Great City Schools
Horwitz, Amanda Rose; Uro, Gabriela; Price-Baugh, Ricki; Simon, Candace; Uzzell, Renata; Lewis, Sharon; Casserly, Michael
Council of the Great City Schools
School districts have been struggling with the challenges of teaching English Language Learners (ELLs) for decades. Yet few studies have examined strategies for districtwide instructional reform for ELLs. To address this need, the Council of the Great City Schools sought to explore the experiences of large, urban districts with differing levels of success in raising ELL student achievement to shed light on potential strategies for ELL reform. Specifically, the study aimed to investigate the district-level policies and practices, as well as the historical, administrative, and programmatic contexts of school systems that showed growth in ELL student achievement from 2002 to 2006. At the same time, these experiences were contrasted with the experiences of districts that did not show as much growth in ELL achievement during the study period. The results suggest that programming for ELLs has to be collaborative and it has to span the curriculum. Districts need to develop and communicate a clear vision and strategy for ELL instructional improvement, and work to provide schools with the tools, support, and oversight necessary to drive these reforms into the classroom. Appendices include: (1) Members of the Research Advisory Committee; and (2) CGCS Executive Committee Officers and English Language Learners and Bilingual Education Task Force Chairs. (Contains 21 figures.)
Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site:
Publication Type: Reports - Research
Education Level: Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Council of the Great City Schools
IES Cited: ED511594; ED545226; ED559979