We server the underserved

Preventing Long Term English Learners:

Results from a Project-Based Differentiated ELD Intervention Program

This article, co-authored by Loyola Marymount University's Center for Equity for English Learners and the Lennox School District, was published in the 2012 edition of the Multilingual Educator, California Association for Bilingual Education. The article includes: an overview of Lennox School District's afterschool program; a description of the partnerships that made it possible; and program results and implications.