Another important implication is th

Another important implication is that to meet EL needs, school staff bootstrap in
the face of curricular inadequacies, insufficient support, and policy limitations on
curricular choices such as limits on ELD instruction based on number of years in EL
status. Some staff proliferate or adopt additive site- or computer-based interventions
to address shortcomings. Others replace ELD and ELA instruction altogether with
reading interventions intended for elementary-level special education students. Yet
others develop ELD non-core content classes. Moreover, curricular limitations may
in part explain why secondary ELs typically do not receive ELD instruction through
early advanced ELP. Completion of the ELD curriculum may coincide with ELs’
progression to intermediate and early advanced levels.