This is Part 2 of the comprehensive webinar series on the Department of Education’s Office of English Language Acquisition (OELA) Newcomer Toolkit.
“Raise the Bar: Lead the World” is the U.S.
States and districts share an obligation to provide Multilingual Learners (MLLs) with access to high quality language programs that are proven to be effective in minimizing opportunity gaps between MLLs and non-MLLs.
Across the nation, states and school districts face a persistent shortage of educators with expertise in promoting both the English proficiency and academic achievement of English learner (EL) students.
California's K-12 funding and instructional policies for English learners (ELs) have changed significantly over the past 2 decades. The major policy shifts held the potential to change student learning outcome patterns for ELs.
English learners (ELs) are one of the fastest-growing student groups in the U.S. K-12 system, making up about one in 10 students enrolled in public schools nationwide.
Using statewide data from Oregon (2013/14–2018/19) and Michigan (2011/12–2014/15), this brief explores the prevalence of EL students’ exclusionary tracking in high school, compared to former and never ELs.
What research-based practices can district and school leaders use to support the academic success and linguistic development of multilingual students classified as English Learners (ML-ELs)? This brief offers six evidence-based practices to pursue, and five practices to avoid.
How can schools and districts promote the educational and social-emotional well-being of the diverse population of immigrant-origin students? This brief offers seven evidence-based practices to pursue, and two to avoid.
This Fact Sheet highlights English learner students in secondary schools who are career and technical education participants (received at least one CTE credit in that year) and concentrators (received three credits within a career cluster during high school).