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Massively Multilingual & Massively Accessible Math Practice Software

Eugene E. García, Bryant T. Jensen, & Kent P. Scribner. (2009). The Demographic Imperative. ASCD (Association for Supervision and Curriculum Development). http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200904_garcia.pdf

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American Federation for the Blind. (2016). Children and Youth with Vision Loss. http://www.afb.org/info/blindness-statistics/children-and-youth/children-and-youth-with-vision-loss/235

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Research conducted on Quarter Mile Math

English language learner student population in 1990

SRI International, Duncan, Arne, & Culatta, Richard. (2015). Ed Tech Developer's Guide. http://tech.ed.gov/developers-guide/

Certain ELLs have an on-time high school graduation rate as low as 49%.

Federal requirement for comparable access to educational materials regardless of race, color, or national origin

ELL Population

Ruiz Soto, Ariel G., Hooker, Sarah & Batalova, Jeanne. Migration Policy Institute. (2015). States and Districts with the Highest Number and Share of English Language Learners. http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

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The Department of Education's focus on equity in education regardless of "geographic location, family income, or any other demographic factor."

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Alliance for Excellent Education. (2007). Urgent but Overlooked: The Literacy Crisis Among Adolescent English Language Learners. http://all4ed.org/wp-content/uploads/UrgentOver.pdf

English language learner student population and ratio to non-English lanugage learners in 2016

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Tests as early as fourth grade are significant predictors of future levels of academic achievement and outcomes in life.

Office of Educational Technology, U.S. Department of Education. (2016). Future Ready Learning: Reimagining the Role of Technology in Education. http://tech.ed.gov/files/2015/12/NETP16.pdf

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Research In Support Of Math4ALL

Goldenberg, Claude. Stanford Graduate School of Education (2008). Teaching English Language Learners: What the Research Does — and Does Not — Say. American Educator. http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf

Ayala, Carlos & The Science Education Assessment and Evaluation Service. Sonoma State University. Research available upon request.

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English language learners have a greater risk of underachievement

The U.S. Department of Education. IES: National Center for Education Statistics. (2015). The Condition of Education 2015 (page 84). http://nces.ed.gov/pubs2015/2015144.pdf

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Shin, Hyon & Kominski, Robert. United States Census Bureau. (2007). Language Use in the United States: 2007.  http://www.census.gov/hhes/socdemo/language/data/acs/ACS-12.pdf

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The new federal focus on equity and accessibility via edtech

Office of Civil Rights. U.S. Department of Education. (2014). Dear Colleague Letter: Resource Comparability. http://tech.ed.gov/wp-content/uploads/2014/11/OfficeofCivilRights_DearColleagueLetter_ResourceEquity.pdf

In addition to having linguistic barriers to learning, it should be noted that 67.1% of all ELL students are economically disadvantaged. 39.5% of all ELL students are below the poverty level.

Statistics on blind and seeing impaired students

44% of 4th-grade ELLs score below the Basic level in math. Unfortunately, the percentage scoring below Basic increases to 69% by the 8th-grade. They fall further and further behind during each of these critically important learning years.



James D. Bachmeier, Ph.D. Assistant Professor, Department of Sociology, Temple University. (2015).

Abedi, Jamal & Linquanti Davis Robert. University of California, Davis & WestEd. (2012). Issues and Opportunities in Improving the Quality of Large Scale Assessment Systems for English Language Learners. http://ell.stanford.edu/sites/default/files/pdf/academic-papers/07-Abedi%20Linquanti%20Issues%20and%20Opportunities%20FINAL.pdf

Genesee , Fred, Lindholm-Leary, Kathryn,  Saunders, William, & Christian, Donna. Journal of Education for Students Placed at Risk. (2005). English Language Learners in U.S. Schools: An Overview of Research Findings http://www.seisd.net/common/pages/DisplayFile.aspx?itemId=2066951

Hakuta, Kenji, Santos, Maria. Stanford University. (2012). Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards. http://mes.sccoe.org/resources/ALI%202012/11_KenjiUL%20Stanford%20Final%205-9-12%20w%20cover.pdf

August, Diane & Shanahan, Timothy. The Center for Applied Linguistics & Lawrence Erlbaum Associates. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. http://www.cal.org/resource-center/publications/developing-literacy

Alliance for Excellent Education. (2007). Urgent but Overlooked: The Literacy Crisis Among Adolescent English Language Learners. http://all4ed.org/wp-content/uploads/UrgentOver.pdf

The diversity of languages spoken in U.S. schools has increased in the last decades.

Educators need assessments of their English language learners to better meet their needs.

Castro, Dina C., Garcia, Eugene E. & Markos, Amy. Heising-Simons Foundation and McKnight Foundation. (2015). Helping America's Dual Language Learners Succeed: A Research-based Agenda for Action. http://www.issuelab.org/resource/helping_americas_dual_language_learners_succeed_a_research_based_agenda_for_action

Hakuta, Kenji, Stanford University (and others). (2009). The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners. http://ellpolicy.org/wp-content/uploads/2009/10/ELL-Stimulus-Recommendations.pdf

Brisk, Maria Estela & Proctor, C. Patrick. Boston College. (2010). Understanding Language: Challenges and Supports for English Language Learners in Bilingual Programs. http://ell.stanford.edu/sites/default/files/pdf/academic-papers/11-Brisk%20Bilingual%20Programs%20FINAL_0.pdf

Hakuta, Kenji. Stanford University. (1998). Improving Education for All Children: Meeting the Needs of Language Minority Children. http://www.stanford.edu/~hakuta/Publications/(1998)%20-%20IMPROVING%20EDUCATION%20FOR%20ALL%20CHILDREN%20MEETING%20THE%20NE.pdf

Hakuta, Kenji. Stanford University. (2007). Similar English Learner Students, Different Results: Why Do Some Schools Do Better? http://edsource.org/wp-content/publications/SimELreportcomplete.pdf

Moschkovich, Judit. University of California, Santa Cruz. (2010). Mathematics, the Common Core, and Language: Recommendations for Mathematics Instruction for ELs Aligned with the Common Core. http://ell.stanford.edu/sites/default/files/pdf/academic-papers/02-JMoschkovich%20Math%20FINAL_bound%20with%20appendix.pdf

29%

Ruiz Soto, Ariel G., Hooker, Sarah & Batalova, Jeanne. Migration Policy Institute. (2015). Top Languages Spoken by English Language Learners Nationally and by State. http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

While some educational products are available in Spanish, 29% of all ELL students (1,406,943 children nationwide) don’t speak Spanish.

Genesee , Fred, Lindholm-Leary, Kathryn,  Saunders, William, & Christian, Donna. Journal of Education for Students Placed at Risk. (2005). English Language Learners in U.S. Schools: An Overview of Research Findings http://www.seisd.net/common/pages/DisplayFile.aspx?itemId=2066951

Hakuta, Kenji, Santos, Maria. Stanford University. (2012). Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards. http://mes.sccoe.org/resources/ALI%202012/11_KenjiUL%20Stanford%20Final%205-9-12%20w%20cover.pdf

August, Diane & Shanahan, Timothy. The Center for Applied Linguistics & Lawrence Erlbaum Associates. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. http://www.cal.org/resource-center/publications/developing-literacy

Alliance for Excellent Education. (2007). Urgent but Overlooked: The Literacy Crisis Among Adolescent English Language Learners. http://all4ed.org/wp-content/uploads/UrgentOver.pdf

Lindholm-Leary, Kathryn J. San Jose State University. (2005). Review of Research and Best Practices on Effective Features of Dual Language Education Programs. http://www.lindholm-leary.com/resources/review_research.pdf

Hakuta, Kenji, Stanford University (and others). (2009). The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners. http://ellpolicy.org/wp-content/uploads/2009/10/ELL-Stimulus-Recommendations.pdf

Goldenberg, Claude. Stanford Graduate School of Education (2008). Teaching English Language Learners: What the Research Does — and Does Not — Say. American Educator. http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf

Castro, Dina C., Garcia, Eugene E. & Markos, Amy. Heising-Simons Foundation and McKnight Foundation. (2015). Helping America's Dual Language Learners Succeed: A Research-based Agenda for Action. http://www.issuelab.org/resource/helping_americas_dual_language_learners_succeed_a_research_based_agenda_for_action

Hakuta, Kenji, Stanford University (and others). (2009). The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners. http://ellpolicy.org/wp-content/uploads/2009/10/ELL-Stimulus-Recommendations.pdf

Howard, Elizabeth R., Sugarman, Julie, & Christian, Donna. Center for Research on the Education of Students Placed At Risk. (2003). Trends in Two-Way Immersion Education: A Review of the Research. http://files.eric.ed.gov/fulltext/ED483005.pdf

Brisk, Maria Estela & Proctor, C. Patrick. Boston College. (2010). Understanding Language: Challenges and Supports for English Language Learners in Bilingual Programs. http://ell.stanford.edu/sites/default/files/pdf/academic-papers/11-Brisk%20Bilingual%20Programs%20FINAL_0.pdf

Thomas, Wayne P. & Collier, Virginia P. Center for Research on Education, Diversity and Excellence — U.C. Berkeley. (2002). A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. http://escholarship.ucop.edu/uc/item/65j213pt

Research tells us that ELL students need educational content in their native languages to help keep them on pace with their native English-speaking peers while they learn English.

Following is a sampling of research in support of the need for Math4ALL. This transformational product's...

• Massively multilingual educational content

• Self-competitive format and

• Non-age-specific format

... will help a broad range of students including English language learners, blind and visually impaired students, and pre-K through adult learners.

English language learners (ELLs) are the least educated population in U.S. schools and are critically underserved.

McKinsey & Company. (2009) The Economic Impact of the Achievement Gap in America’s Schools. http://mckinseyonsociety.com/downloads/reports/Education/achievement_gap_report.pdf