This study provides evidence on the progress toward English proficiency of ELs who entered the District in kindergarten across four cohorts of students: 2008–09 through 2011–12.
This brief examines the challenges schools face in these areas and the strategies they use to mediate them. The purpose of this brief is to share these strategies across schools and with the larger Philadelphia community, in order to help schools continue to improve ELL programming.
This brief focuses on the ways family and community engagement can enhance schools’ efforts to improve outcomes for ELLs and highlights specific strategies schools can use to more effectively engage families and communities.
This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their ELs and creating possibilities for teachers to collaborate to strengthen teaching and learning.
This brief focuses on descriptive characteristics of the ELL students served by the School District of Philadelphia in 2014-2015.
This research brief presents educators’ perspectives on blended learning implementation.