Th e number of students arriving at school not fully profi cient in English has grown enormously over the past half century. Forty years ago, the achievement of children from non-Englishspeaking homes was hardly a national issue. Today it is. Th e number of students limited in their English abilities has multiplied by 150% nationwide just in the past 15 years; the growth has been even more dramatic in some regions of the country. Th is demographic change has had a profound impact on schools. Teachers must adjust to the diff erent needs of students from highly diverse backgrounds and with varying degrees of English profi ciency. Federal and state accountability requirements since No Child Left Behind was signed into law in 2002 have raised the stakes ever higher, since schools cannot make “adequately yearly progress” unless all student subgroups meet targeted progress benchmarks. But no matter the pressures created by highstakes testing (which in any case might change under the Obama administration), the moral imperative to improve achievement and opportunities for this group of students grows as their numbers increase. Th e need for valid research-based knowledge of how to improve these students’ literacy attainment has never been greater.
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