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Open Access Publications from the University of California

CREDE is a federally funded research and development program focused on improving the education of students whose ability to reach their potential is challenged by language or cultural barriers, race, geographic location, or poverty. More than 30 CREDE-funded research projects around the country have gathered data and tested curriculum models in wide-ranging settings and with diverse student populations-from classrooms with predominantly Zuni-speaking students in New Mexico to inner city schools in Florida to California elementary schools with large populations of native Spanish-speaking students. The findings from these projects are available here and on the CREDE web site.

Cover page of A National Study of School Effectiveness for Language                                Minority Students' Long-Term Academic Achievement

A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement


Our research from 1985 to 2001 has focused on analyzing the great variety of education services provided for language minority (LM) students in U.S. public schools and the resulting long-term academic achievement of these students. This five-year research study (1996-2001) is our most recent overview of the types of U.S. school programs provided for these linguistically and culturally diverse students, especially focusing on English language learners’ (ELLs/LEPs) academic achievement in Grades K-12. This study includes qualitative and quantitative research findings from five urban and rural research sites in the northeast, northwest, south-central, and southeast U.S. It is designed to answer urgent policy questions of interest to the federal and state governments of the United States, since this demographic group is projected to be 40 percent of the school-age population by the 2030s and most U.S. schools are currently under-educating this student group. Overall, this research provides whole school district views of policy decision-making that is data-driven regarding designing, implementing, evaluating, and reforming the education of LM students.