The following resources focus on the educational climate and betterment of those serving the K–12 educational community.
Free Resource Toolkit Supports the Full Participation of Young Dual Language Learners and Families — This toolkit provides evidence-based practices, tools, and strategies to improve the use of inclusive, culturally appropriate, responsive, and research-based practices for young Dual Language Learners.
K-3 Policymakers’ Guide to Action: Making the early years count — The early elementary years are when children best acquire the academic and non-academic skills on which long-lasting educational success depends. As a result, experts argue that meaningful improvements in student academic outcomes depend on improving the kindergarten through third-grade (K-3) continuum.
Free Online Instruction Provides Overview of the Development of Dual-Language Learners — Through these videos and reflection assignments, professionals will begin to identify ways to support DLLs in their own care settings.
The High School Graduate Plateau — A decade-long stagnation in the number of U.S. high school graduates is setting in, and the number of students receiving diplomas in 2017 is expected to drop significantly. The stagnating number of graduates breaks nearly two decades of reliable increases and comes as significant demographic changes reshape where students live and from what backgrounds they come. (Inside Higher Ed, December 6)
Achievement Gap — Each GPA Point Dropped in High School Cuts a Student’s Chances of Graduating from College by 50 Percent. According to a new report from GradNation, a student’s performance in high school affects his or her later chances of success exponentially. Researchers from education consultancy Civic Enterprises and Johns Hopkins University’s School of Education found that while 76 percent of high schoolers with an A-average go on to earn a bachelor’s degree or higher within 10 years, that number drops to 50 percent for B-average students—and further plummets for C and D-average students. (Quartz, December 8)
Majority of English-Learner Students Are Born in the United States, Analysis Finds — The majority of English-language learners in U.S. K-12 schools were born in the United States, according to an analysis from the Washington-based Migration Policy Institute. The institute’s analysis of U.S. Census data found that 82 percent of prekindergarten to fifth grade English-learners and 65 percent of sixth and 12th grade English-learners are U.S.-born. (Education Week, December 8)
