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School districts have been struggling with the challenges of teaching English Language Learners (ELLs) for decades. Yet few studies have examined strategies for districtwide instructional reform for ELLs. To address this need, the Council of the Great City Schools sought to explore the experiences of large, urban districts with differing levels of success in raising ELL student achievement to shed light on potential strategies for ELL reform. Specifically, the study aimed to investigate the district-level policies and practices, as well as the historical, administrative, and programmatic contexts of school systems that showed growth in ELL student achievement from 2002 to 2006. At the same time, these experiences were contrasted with the experiences of districts that did not show as much growth in ELL achievement during the study period. The results suggest that programming for ELLs has to be collaborative and it has to span the curriculum. Districts need to develop and communicate a clear vision and strategy for ELL instructional improvement, and work to provide schools with the tools, support, and oversight necessary to drive these reforms into the classroom. Appendices include: (1) Members of the Research Advisory Committee; and (2) CGCS Executive Committee Officers and English Language Learners and Bilingual Education Task Force Chairs. (Contains 21 figures.)

The Council of the Great City Schools has prepared this eighth edition of "Beating the Odds" to give the nation another look at how inner-city schools are performing on the academic goals and standards set by the states. This analysis examines student achievement in math and reading through spring 2007. It also measures achievement gaps between cities and states, minorities and whites, and economically advantaged and disadvantaged students. Finally, the report looks at progress. It asks two critical questions: (1) Are urban schools improving academically? and (2) Are urban schools closing achievement gaps? Six major findings about student achievement in urban schools emerged from this study: (1) Mathematics achievement is improving in urban schools; (2) Gaps in math achievement in urban schools appear to be narrowing; (3) Urban school achievement is below state averages in math; (4) Reading achievement is improving in urban schools; (5) Gaps in reading achievement in urban schools appear to be narrowing; and (6) Urban school achievement is below state averages in reading. Research suggests that the number of students in a class affects student achievement. In particular, access to smaller classes has been shown to improve student achievement, while larger classes have a negative effect on student performance. Moreover, the benefits of smaller classes appear to be greater for disadvantaged and minority students. (Contains 8 figures, 4 tables, and 20 footnotes.) [For the 2005-2006 edition of this report, see ED498835. For "Beating the Odds: Assessment Results from the 2006-2007 School Year. Individual District Results," see ED505330.]

The lack of sufficient literacy skills is a major factor contributing to poor performance in high school and post-secondary education. Many students, particularly those in urban schools, lack the foundational literacy skills necessary to read and comprehend the academic texts appropriate for high school and beyond. This brief provides a synthesis of the research on adolescent literacy, primarily focusing on policies and practices that can support the development of language skills necessary to access high school content. Authors advocate for leaders in urban education to make academic literacy a fundamental priority in the late elementary and secondary grades, setting explicit, measurable goals for progress in the vocabulary and comprehension skills required to engage academic texts. The report concludes that improving student literacy in urban districts will also require a significant investment of resources to mount interventions and support research on effective strategies, at federal, state and local levels. (Contains 76 notes.)