In 2018, New America provided nine recommendations for how state leaders can improve DLL data practices in three areas
The number of English learners enrolled in public schools has grown substantially in the United States over the past two decades.
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.
Many educators support English learners (ELs).* Almost 45% of all public school teachers reported teaching ELs in school year (SY) 2020–21. The numbers and the projected need for EL instructors fluctuate from year to year for a variety of reasons.
This fact sheet features data on English learners' high school graduation rates for school year 2019-20. It is important to note that the COVID-19 pandemic may have impacted some states' abilities to collect and report graduation data.
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content)and teachers’ individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived in