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Volume 20, Number 2
March/April 2004

Raising the Achievement of English-Language Learners

How principals are working to make a difference


According to federal survey data, there are 4.5 million English-language learners (ELLs) enrolled in U.S. public schools (preK-12), nearly one-third more than in 1997-98. Given this fast-growing number of linguistically and culturally diverse children, principals are dealt an increasingly urgent responsibility: to lead their schools in helping all students succeed academically. The federal No Child Left Behind Act (NCLB) requires educators to raise not just the overall achievement of their students, but that of all major student subgroups. Are the nation's school principals ready to rise to this challenge? What must administrators do to improve the academic achievement of young language-minority students and fulfill the requirements of NCLB?

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.


Also by this Author

    For Further Information

    For Further Information

    D. August and K. Hakuta (eds.), Educating Language Minority Children. Washington, DC: National Academy Press, 1998.

    L.T. Diaz-Rico. Teaching English Learners: Strategies and Methods. Boston: Pearson, 2004.

    R. Elmore. “Knowing the Right Thing to Do: School Improvement and Performance-Based Accountability.” Washington, DC: NGA Center for Best Practices, 2003.

    C. Goldenberg and J. Sullivan. “Making Change Happen in a Language Minority School: A Search for Coherence.” Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning, 1994.

    E.L. Hale and H.N. Moorman. “Preparing School Principals: A National Perspective on Policy and Program Innovations.” Washington, DC: Institute for Educational Leadership, 2003.

    A. Kindler. Survey of the States’ Limited English Proficient Students and Available Educational Programs and Services, 2000–2001

    Summary Report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, 2002.

    M. Kuamoo. “Effective School Leadership . . . Like Riding a Bike.” NABE News 26, no. 1 (September/October 2002): 6–11, 33.