Join us for a comprehensive webinar series on the Department of Education’s Office of English Language Acquisition (OELA) Newcomer Toolkit.
Join us for a comprehensive webinar designed to provide educators and administrators with crucial information regarding the considerations for classifications and services of English learners (ELs)
On April 4, 2024 The U.S.
“Elevando las expectativas: Liderando al Mundo” es el llamado a la acción del Departamento de Educación de EE.
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.
Students who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs).
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.
A goal under the Elementary and Secondary Education Act (ESEA) is for all English learners (ELs) to become proficient in English and exit, or reclassify, out of EL status.
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.