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This article systematically reviews the cost study literature as it relates to the treatment of English language learners (ELLs). Despite the substantial number of costing out studies that have been conducted over the past several decades, the school finance literature has failed to focus on ELLs-the fastest growing segment of the school-age population. Little attention has been paid to how ELL students are treated under the various costing out methodologies or which approaches yield the most useful results. The two criterion to select the costing out literature to review included (a) peer-reviewed journal articles and commissioned reports that used one of the four primary cost study methodologies (professional judgment panel, successful school model, evidence-based model, and cost function analysis), and (b) studies published after 1990 that focused on generating statewide funding recommendations at the district level. A total of 70 empirical cost studies met these criteria. The review concludes that there is substantial variability in the treatment of ELLs across cost study methodologies, although all methods agree that current funding levels are insufficient to meet specified performance standards. To comprehensively assess the resource needs of this growing school population, cost studies that specifically focus on ELLs will need to be conducted to improve transparency and representativeness for ELLs.

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Arizona's interdistrict open enrollment and charter schools laws allow families to send their children to the public schools of their choice. We assessed how public school choice affected elementary school enrollments in 27 metropolitan Phoenix school districts. Student mobility rates varied widely between districts and by location. The higher mobility rates of small urban districts were driven by the movement of students to and from other districts within the metropolitan area. Larger suburban districts had higher rates of district-to-charter school movement and charter school-to-district movement. Neither form of public school choice changed existing patterns of between-district racial stratification.

introduce the background, history, and context of community colleges in the larger higher education landscape; b) summarize the three research papers and two video commentaries that were peer-reviewed and selected for inclusion in this special issue; and, c) discuss the individual contributions and major themes across the selected papers. Their importance is discussed in terms of each paper's insights for the general research on this topic and each paper's potential to inform community college research, practice, and policy. Keywords: community college; higher education; student access; persistence; nontraditional students Universidad de la Democracia: La universidad comunitaria en el siglo XXI: Delimitando la discusión. epaa aapeEducation Policy Analysis Archives Vol. 21 No. 14 SPECIAL ISSUE 2Resumen: En este trabajo, las editoras de este número especial de EPAA en la "Universidad de la Democracia: La universidad comunitaria en el siglo XXI: a) presenta los antecedentes, la historia, el contexto de la universidad comunitaria (en inglés Community Colleges) en el escenario más amplio de la educación superior b) presenta un resumen de los tres artículos de investigación y de los dos videos con comentarios que han sido evaluados por pares y seleccionados para formar parte de este número especial, y c) analiza las contribuciones individuales y los principales temas transversales a los trabajos seleccionados. Se discute la relevancia de cada trabajo en términos de las ideas que cada uno aporta a la labor de investigación general sobre este tema y el potencial de cada trabajo para informar a la investigación, la práctica y la política en las universidades comunitarias. Palabras clave: universidad comunitaria; educación superior; acceso; persistencia estudiantil,; estudiantes no tradicionales "Universidade da Democracia: A universidade comunitária americana no Século XXI": Delimitação da discussão. Resumo: Neste texto, os editores convidados do Número Especial da AAPE sobre "Universidade da Democracia: A universidade comunitária americana no Século XXI": a) introduz o plano de fundo, história, e contexto das universidades comunitárias (em inglês Community Colleges) no cenário mais amplo da educação superior; b) resume os três trabalhos de investigação e os dois comentários a vídeos que foram revistos por pares e selecionados para integrar este número especial; e, c) discute as contribuições individuais e os principais temas transversais aos trabalhos selecionados. A sua importância é discutida em termos das ideias que cada um dos trabalhos traz para a pesquisa geral sobre este tema e o potencial de cada trabalho para informar a investigação, as práticas e as políticas sobre faculdades comunitárias. Palavras-chave: universidades comunitárias; educação superior; acesso dos estudantes; persistência; estudantes não-tradicionais IntroductionOver the past 300 years, American higher education has been transformed from an exclusive system comprised of elite colleges that enrolled the sons of wealthy families to a more poro...