Policy makers

The term “English learners (ELs)” refers to the student population defined in section 8101(20) of the Elementary and Secondary Education Act. As of the fall of 2021 ELs represent approximately 11% of the total student enrollment in U.S. K–12 public schools.

While the public’s attention remains directed to the border—the epicenter of the debate about immigration policy—the children of undocumented immigrants who have already crossed the border exist in permanent limbo, fearful every day that their parents will be snatched away from them, and wo

In the United States, individualized language plans (ILPs) have gained traction across K–12 schools.

Prior research documented disproportional representation across racial, ethnic, and socioeconomic lines within the population of students identified as gifted and talented (GT).

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.

Federal law requires states to develop systems to hold K-12 schools accountable for the outcomes of all students.

This series of briefs brief explores the potential of four research-based policy levers to support access to core content courses for students classified as English Learners (ELs).

In many ways, Arizona is on the forefront of school choice: in addition to a state-wide open enrollment law, it was one of the first states to adopt charter school legislation in 1994 and currently has the second-highest percentage of public school students attending charter schools in the

This report shares demographic characteristics and educational outcomes of high school newcomers in Massachusetts over time, using longitudinal data from the Massachusetts Department of Elementary and Secondary Education (DESE).