This is Part 2 of the comprehensive webinar series on the Department of Education’s Office of English Language Acquisition (OELA) Newcomer Toolkit.
On April 4, 2024 The U.S.
Percentage of High School Graduates earning the Seal of Biliteracy (SoBL) in school year 2022-23.
In this podcast hosted by the U.S.
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.
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.
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.