NCELA staff is currently in the process of refreshing the look of the website, checking links, and increasing accessibility and readability of resources, as well as adding new resources. You can look forward to new features in the coming months, such as newly designed pages with state-specific information, and a new resource library navigation system. We will be keeping you updated when new features go live, through NCELA Nexus, our new newsletter (see below). In the meantime, thank you for your help and patience while we refurbish the NCELA website!
NEW: NCELA Nexus
NCELA Nexus, a semimonthly e-newsletter, will connect NCELA audiences with new resources (including new features on our website), upcoming events, and opportunities for jobs, education, and funding related to the education of ELs and the EL community. Subscribe to the NCELA listserv by emailing us at email@example.com. You can also subscribe, and view current and past editions of NCELA Nexus, by clicking here.
U.S. Department of Education Launches 'Excellent Educators for All Initiative'
As part of its efforts to ensure that all students have equal access to a quality education, the U.S. Department of Education has announced the launch of the Excellent Educators for All Initiative. The initiative will help states and school districts support great educators for the students who need them most. Research indicates that students' race and family income often predict their access to excellent educators. Low-income students and high-need schools tend to have teachers who have less experience, fewer credentials, and lower track records of success. Nationally, according to the Department's Civil Rights Data Collection, Black and American Indian students are four times as likely as White students to be enrolled in a school with more than 20% first year teachers, and Latino students are three times as likely. Read the full press release here
Real Equality in Education Remains Elusive: Op-Ed by Libia (Libi) Gil, Assistant Deputy Secretary, and Director, Office of English Language Acquisition (OELA), U.S. Department of Education
OELA Director Libi Gil recently authorized an opinion piece in the National Journal online exploring the promise of Brown v. Board of Education and the Civil Rights Act of 1964–whose 60th and 50th anniversaries, respectively, we mark this year. The op-ed focuses on how very far we are from fulfilling the promise for students from diverse language and cultural backgrounds.
A New Generation of English Language Proficiency Summative Assessments: ETS’s K-12 Center Explores Challenges and Opportunities
What are the language demands of the new college- and career-ready academic standards, and how can states effectively determine the English Language Proficiency (ELP) of English language learners? The K-12 Center at ETS recently held The English Language Proficiency Assessment Research Working Meeting, attended by more than 60 leaders in the English-language assessment community, to discuss critical emerging technical issues and opportunities to improve the measurement and reporting of English-language proficiency to support improvements in teaching and learning. The complete agenda and the slide decks for all presentations can now be found online. You can also view a presentation by Margaret Heritage on formative assessments for English language learners. A summary report will be available this fall. Please make sure you are on the K-12 Center’s distribution list to receive notice of its availability. Write to firstname.lastname@example.org with any questions.
The Office for Civil Rights (OCR) Issues Guidance on Responsibilities of Schools to Address Sexual Violence, Other Forms of Sex Discrimination.
View the full press release here
The Office for Civil Rights Reaches Comprehensive Resolution with Adams 14 School District
On April 25, 2014, the Department of Education, Office for Civil Rights (OCR) reached a comprehensive resolution with the Adams 14 School District in Colorado after making findings of a hostile environment for Latino staff and students that the district failed to remedy. The resolution agreement includes elements such as publishing a letter in English and Spanish to staff and the community explaining what OCR found and the steps the district will take to come into compliance. Read the 'Agreement to Resolve' here
U.S. Department of Education Issues Guidance on Obligations of Charter Schools to Comply with Federal Civil Rights Laws
The U.S. Department of Education’s Office for Civil Rights (OCR) today released new guidance confirming that the same federal civil rights laws that apply to other public schools apply equally to public charter schools. The new guidance highlights critical subjects that have arisen in charter schools, including the schools’ obligations to avoid discrimination in admissions practices and the administration of discipline; to provide a free appropriate public education for students with disabilities; and to take affirmative steps to assist English learners. The guidance also points to other OCR publications regarding additional civil rights principles that are equally applicable to charter schools. Read the full press release here.
Webinar: Learning in Two Languages in Early Childhood: What Every Early Childhood Professional Needs to Know
Last month, as part of the START KIDS BRIGHT Webinar Series, Dr. Mileidis Gort, Associate Professor at Ohio State University, hosted a webinar and addressed some of the myths about bilingualism stating “there is no scientific evidence that exposure to two or more languages causes language learning problems.” Dr. Gort also discussed the language development process of young bilinguals, or dual language learners, including different types of dual language learners and pathways to bilingualism, stages of dual language learning for simultaneous and sequential bilinguals, oral language acquisition strategies used by dual language learners, contextual and individual factors influencing the dual language development process, and typical and atypical markers of dual language development.
To view a recording of the webinar, click here
. You will need to register to view the recording.
To view and download the PowerPoint presentation, click here
The White House Initiative on Education Excellence for Hispanics releases ¡Gradúate! Financial Aid Guide to Success
The White House Initiative on Education Excellence for Hispanics is excited to announce the release of the ¡Gradúate! Financial Aid Guide to Success (Guide).
The Guide consolidates and outlines, in a culturally relevant way, information and resources made available to better support Hispanic students in their efforts to enroll and afford a postsecondary education. The Guide, available in English and Spanish, includes recommendations on how to prepare a college application and complete the Free Application for Federal Student Aid (FAFSA), helpful tips on how to choose the right college, and types of financing options, including resources for students granted Deferred Action for Childhood Arrivals (DACA) and non-U.S. citizen students.
Press Release-Thursday, May 8, 2014
Secretary Arne Duncan and Attorney General Eric Holder announced updated guidance to assist public elementary and secondary schools to ensure enrollment processes are consistent with the law and fulfill their obligation to provide all children – no matter their background – equal access to an education. Read the full press release here
Twenty one states have provisions allowing in-state tuition rates for undocumented students
16 states extended in-state tuition rates to undocumented students through state legislation. These states include California, Colorado, Connecticut, Florida, Illinois, Kansas, Maryland, Minnesota, Nebraska, New Mexico, New Jersey, New York, Oregon, Texas, Utah, and Washington. Currently, California, Minnesota, New Mexico, Texas, and Washington allow undocumented students to receive state financial aid.
States that allow in-state tuition rates to undocumented students through Board of Regents decisions include Oklahoma and Rhode Island. The Board of Regents at the University of Hawaii and the University of Michigan adopted similar policies for undocumented students to access in-state tuition. The Attorney General of Virginia started granting in-state tuition to those covered under the federal Deferred Action for Childhood Arrivals (DACA).
to view a GIF showing the spread of in-state tuition for undocumented students (also known as DREAMers), along with how many DREAMers live in each state.
Remarks of U.S. Secretary of Education, Arne Duncan on the release of the 2011-12 Civil Rights Data Collection
U.S. Secretary of Education, Arne Duncan announces the release of the 2011-12 Civil Rights Data Collection (CRDC). The CRDC study collected system-wide data on school discipline, access to preschool, teacher equity, and access to college- and career-ready coursework, and identifies patterns in educational inequality for certain subgroups of student and gaping disparities in educational supports and access from state-to-state. The CRDC study spotlights serious civil rights concerns as a starting point for further inquiry. View Secretary Duncan’s remarks here.
Op-Ed by U.S. Secretary of Education, Arne Duncan and Assistant Deputy Secretary Libia S. Gil
U.S. Secretary of Education, Arne Duncan, and Office of English Language Acquisition (OELA) Assistant Deputy Secretary and Director Libia S. Gil recently authored an opinion piece in the L.A. Daily News about English Learners as an asset for our global, multilingual future. View the full article here(English version) or here(Spanish version).
Press Release-January 2, 2014
The Office for Civil Rights (OCR) recently issued a press release to the Spanish language media as well as Latino interest media (see below) with links to the Spanish versions of OCR’s June 2013 Dear Colleague Letter, Pamphlet, and “Know Your Rights” sheet. The materials focus on “Supporting the Academic Success of Pregnant and Parenting Students Under Title IX of the Education Amendments of 1972.” The Spanish version of the press release emphasizes that of the young people who drop out of school for reasons including pregnancy and parenting issues, 44 percent are Latino, compared to 27 percent white non-Latino students. Below are also links to the English language versions of the press release and Dear Colleague Letter released in June.
News Archive: Click here to view previous/archived news and announcements.