Improving minority academic achievement is a primary goal for education policy makers. Despite resource allocations, gaps in minority accomplishments persist. Emerging research suggests language variety may hinder minority students, thereby slowing academic progress. This article synthesizes suggestions from a panel composed of experts in the field of language dialect education and findings from a literature review of best practices for addressing language variation in educational instruction. Unique findings from the research were presented to the Texas legislature to be used in shaping policy and practice for students who are standard English learners.
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