McLeod, B.  (1995). Educating Students from Diverse Linguistic and Cultural Backgrounds:  School Organization.  [full text]

This report summarizes the findings of a four-year study sponsored by the Office
of Educational Improvement of the U.S. Department of Education, specifically highlighting school organization (the complete set of reports can be found at School Reform and Student Diversity).  The study consisted of 12 projects which examined education reform efforts in different areas.    This particular report highlights some of the innovations which exemplary schools have instituted.  Each school was able to find ways to address the needs of all of its students, including the LEP students, and to develop high quality courses and a stimulating environment.  Some of the common characteristics of these schools are:

• LEP students are considered an integral part of the organization of the school.
• Students and teachers are organized into stable yet flexible heterogeneous sub-units.
• Schools address the social and emotional needs of students.
• Time is used flexibly and efficiently to support academic objectives.
• Teachers play a key role in the effective organization of the school.
• Exemplary schools have a degree of authority to govern themselves.
• School organization supports enhanced teaching and learning for LEP and all other students.