English Learners

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.

In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label English learner, the term currently used in U.S.

In Part II of the podcast Dr. Julie Lara presents on the Texas Education Agency’s efforts to implement asset-oriented labels and programing and Patricia Sandoval-Taylor discusses English learner programs and pathways within Tucson Unified School District.

This two-part podcast by the U.S. Department of Education’s Office of English Language Acquisition (OELA) addresses reclassification procedures and labels associated with English learners and the impact that classifications and labels can have on the success and experiences of students.

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.