Mathematica’s report on the Teacher Potential Project, an initiative of EL Education, finds that the program—which includes an English language arts standards-aligned curriculum and embedded professional development for teachers—can improve teacher instructional practices and student achievement.
Related Publications for Jane Choi
Evaluation of the Teacher Potential ProjectJun 28, 2019
Sustaining Effective Teacher Practice: The Impact of the EL Education Language Arts Curriculum and Professional Development on Teachers’ InstructionNov 01, 2018
Teachers who engaged with EL Education’s English Language Arts Curriculum and professional development more often demonstrated Common Core State Standards-aligned instructional practices compared to teachers receiving the curriculum and professional development provided by their districts.
Examining the Oral Language Competency of Children from Korean Immigrant Families in English-Only and Dual Language Immersion SchoolsMar 01, 2018
In this study, the authors examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only...
Transforming Teachers' Practice: The Impact of EL Education's English Language Arts Curriculum and Professional Learning on Teacher PracticesOct 30, 2017
The widespread adoption of more rigorous state guidelines for student learning, such as the Common Core State Standards (CCSS), has led to tremendous interest in how best to prepare and develop teachers to foster the skills that students need to meet the new standards and succeed in college and careers.
An Analysis of Communicative Language Functions in the Speech Patterns of Bilingual Korean and Mexican Immigrant ChildrenSep 26, 2016
For children from immigrant families, opportunities to develop additive bilingualism exist, yet bilingual attainment has varied widely.