Educational Leaders

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.

Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services.

There are multiple benefits to being multilingual, multiliterate, and multicultural in today’s global society. Knowing more than one language from birth, acquiring a new language through school, or learning languages later in life, can provide tangible advantages in many areas.

This report examines English learners’ testing, proficiency, and growth during the six most recent school years (20182023) to shed light on the continued impact of the COVID-19 pandemic on English learners’ educational outcomes.

Programs and policies related to the education of long-term English learners (LTELs) at the secondary level are often based on the belief that fluency in English is the primary, if not the sole, requirement for academic success and college and career readiness.

In the Native American Languages Act of 1990, Congress recognized the importance of preserving Native American languages by protecting and promoting the rights of Native Americans to develop their proficiency and use of Native American languages.1 In addition, it is the policy of the United State

Many immigrants, including those with emerging literacy skills, have real-world economic needs. This spotlight provides resources and considerations for how adult education programming can support immigrants’ broader economic integration.

This document provides a review of general and EL-specific research on early literacy, drawing from both to define a vision for foundational literacy skills instruction for ELs.