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advice and encouragement; and Niani Sutardjo helped prepare the bibliography. Communications director Anne Bridgman was particularly helpful in the final stages of preparing the report and planning its dissemination. Special thanks are due to Carole Spalding, the project assistant, who provided the panel with excellent support in organizing the panel meetings, preparing agenda materials, and guiding the report from the first drafts to the published volume. We also thank editor Rona Briere, whose efforts contributed significantly to the presentation of the panel's views.

Most of all, thanks and acknowledgment of extraordinary effort are due to the members of the committee and our study director. In addition to participating in meetings and numerous conference calls and reading and reviewing hundreds of pages of studies and background materials, several members and staff took responsibility for the initial drafts of the chapters of this report. I thank Catherine Snow and Gaea Leinhardt for their work on Chapter 3; Lucinda Pease Alvarez, James Banks, and Catherine Snow for their work on Chapter 4; Richard Duran for his work on Chapter 5; David Kenny for his work on Chapter 6; Diane August and Donna Christian for their work on Chapter 7; and Alba Ortiz for her work on Chapter 8. Our work also benefited from the participation of Deborah Stipek, who served as a liaison between the committee and the Board on Children, Youth, and Families. Her expertise in education also contributed significantly to this report.

Kenji Hakuta, Chair
Committee on Developing a Research
Agenda on the Education of Limited-English-
Proficient and Bilingual Students

Improving Schooling for
Language-Minority Children



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