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As part of our research (published today!) on local efforts to improve how schools serve dual language learners (DLLs), we spoke with dozens of educators across the country. While many had concerns about how federal accountability provisions in No Child Left Behind treat DLLs, we also saw evidence that the law might just be helping schools update how they serve these students.

, I mentioned several examples of how educators in Washington, DC and the David Douglas School District responded to NCLB’s accountability provisions to improve their instructional models for serving DLLs:

There’s much more to learn in our reports on , , and . So, what’s the lesson? What do these examples have in common? On a macro level, all are investing in early education, improving their parent engagement practices, and exploring “dual-generation” strategies that support families’ and students’ success in tandem.

These are all strong, research-based strategies for supporting DLLs’ success. But they don’t mean anything until they’re implemented, and in David Douglas and Center City schools, educators explored them partly in response to pressure from NCLB’s accountability system.

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