Center for Research on Education, Diversity & Excellence


Educational Practice Reports

The following reports can be downloaded free and are also available for sale in print format for ease of use and reference.

Read other CREDE publications.

Broadening the Base book cover

Broadening the Base: School/ Community Partnerships Serving Language Minority Students At Risk

Carolyn Temple Adger & Jennifer Locke (2000)

This report outlines findings from a study of school/CBO partnerships that promote the academic achievement of language minority students. It describes the types of CBOs that partner with schools, the ways that partners work together, and the work that they do. Crucial elements of program success are discussed, as well as challenges that partnerships may face. (EPR 6)
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Educating Hispanic Students book cover

Educating Hispanic Students: Obstacles and Avenues to Improved Academic Achievement

Yolanda N. Padrón, Hersh C. Waxman, & Héctor H. Rivera (2002)

This report examines factors that must be considered in the development of effective educational programs that serve Hispanic students. It provides a synthesis of the research on the education of Hispanic students, summarizing the problems confronting them and suggesting possible practices and solutions for approaching them. The report is divided into five sections: 1) Factors in the Education of Hispanics, 2) Educational Status of Hispanic Students in the United States, 3) Factors Associated With the Underachievement of Hispanic Students, 4) Factors Associated With the Educational Success of Hispanic Students, and 5) Implications for Policy and Practice. (EPR 8)
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Family Literacy Nights book cover

Family Literacy Nights: Building the Circle of Supporters Within and Beyond School for Middle School English Language Learners

Ji Mei Chang (2004)

This report offers practitioners strategies for developing programs that bring together parents of linguistically and culturally diverse students, teachers, and students themselves. Based on a 3-year CREDE project conducting literacy nights for the families of low performing Asian American English language learners, the report presents obstacles encountered in forming home-school partnerships, theoretical frameworks and principles that guided implementation of the partnerships, and a discussion of findings for practitioners. The report also includes strategies for parents and researchers. (EPR11)
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Immigrant Parents' Computer Literacy Project book cover

The Immigrant Parents' Computer Literacy Project: A Strategies Guide for Implementation

Richard Durán, Jane Durán, Rosita Ramirez, & Deborah Perry Romero (2004)

This report provides information on practical lessons learned in implementing a technology-based project with immigrant parents. Carried out over 5-years, the project brought parents, students, teachers, and community members together to develop parents' computer skills and knowledge of their children's schooling experiences. The report discusses the key issues and challenges that the research team encountered, such as program location and logistics, retention and recruitment of participants, and goal setting and evaluation. It includes a checklist of strategies for conducting similar projects with this population. (EPR 10)
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Implementing Two-Way Immersion Programs book cover

Implementing Two-Way Immersion Programs in Secondary Schools

Christopher Montone & Michael Loeb (2000)

This report offers practical advice for two-way immersion programs considering expansion into middle school and high school. It includes an overview of likely challenges, options for meeting these challenges based on the experiences of established secondary programs, and portraits of seven articulated programs. The following issues are discussed in detail: program planning, language distribution and allocation, student participation and motivation, attrition and late-entries, curriculum and materials, scheduling, staffing, transportation, and parental involvement. (EPR 5)
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Leading for Diversity book cover

Leading for Diversity: How School Leaders Can Improve Interethnic Relations

Rosemary Henze (2001)

Based on 21 case studies across schools in the U.S. with highly diverse student populations, this report shows how school leaders effectively address racial or ethnic conflicts, create positive interethnic environments, and help relationships among diverse groups and individuals flourish. The report offers insights for principals and other school leaders to proactively build safe and respectful learning environments that foster meaningful and challenging education for all students. (EPR 7)
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Personalizing Culture book cover

Personalizing Culture Through Anthropological and Educational Perspectives

Rosemary Henze & Mary Hauser (2000)

This report shows teachers and teacher educators how to gain specific knowledge about the cultures of their individual students and their families. Through this personalization of culture, teachers can use students' prior knowledge and skills as rich resources for teaching and learning, and help create culturally responsive schools. (EPR 4)
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Program Alternatives book cover

Program Alternatives for Linguistically Diverse Students

Fred Genesee, Editor (1999)

Helping second language learners succeed in school is of great concern to policymakers and administrators. CREDE's new educational practice report sets out the goals of several alternative program models and factors related to their implementation in a clear and concise format. Four program alternatives specifically for English language learners are described. These are newcomer programs, transitional bilingual education, developmental bilingual education, and two-way immersion. In addition, second language/foreign language immersion is explained for students of majority language backgrounds who are studying through a second or heritage language. The report also discusses sheltered instruction, an approach that can be used with all students learning through a second language. This guide will help decision makers in schools and school districts identify the instructional approaches and programs that would best serve students learning English, meet students' educational goals and needs, and match local resources and conditions to program model. (EPR 1)
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Sheltered Instruction Observation Protocol book cover

The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development

Deborah Short & Jana Echevarria (1999)

This report describes a research-based model of sheltered instruction, an approach where teachers use specific strategies to teach content curriculum (e.g., social studies or math) to English language learners while promoting their English language development. The report presents the Sheltered Instruction Observation Protocol, which operationalizes the model and is used by teachers to plan sheltered lessons and researchers to measure implementation of the model. The collaborative role of teachers and researchers in developing this model is explained. (EPR 3)
Learn more about the SIOP Model.

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Successful Transition into Mainstream English book cover

Successful Transition into Mainstream English: Effective Strategies for Studying Literature

William Saunders, Gisela O'Brien, Deborah Lennon, & Jerry McLean (1999)

This report is one of a series of reports on various aspects of a multi-year Spanish-to-English language arts transition curriculum in the Los Angeles, CA area. The program uses 8-week literature units to promote first and second language acquisition and academic achievement in grades 2-5. The authors describe four effective instructional strategies used in the program: a) building students' background knowledge, b) drawing on students' personal experiences, c) promoting extended discourse through writing and discussion, and d) assisting students in re-reading pivotal portions of the text. (EPR 2)
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Two-Way Immersion 101 book cover

Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary School Level

Elizabeth R. Howard & Donna Christian (2002)

This report is based on over 15 years of research on two-way immersion programs. It is designed to inform decisions for implementing such programs. The report describes essential features for all two-way programs and variable features for which practitioners must make deliberate programmatic decisions. The report also incorporates advice from those working in existing two-way programs. (EPR 9)

Visit CAL’s Two-Way Immersion Web site.

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