New studies hint at clearer ways to measure English learners' performance
For many years, most of the problems of American public education have been described in terms of “achievement gaps.” This framing, and the education policy approaches that build from it, have much to recommend them. The framing begins from the incontrovertible premise that students from historically underserved demographic groups often have limited access to high-quality educational opportunities. This core, systemic inequity drives gaps in student achievement between students from these groups and privileged students.