This fact sheet presents numbers and percentages of English learner students who spoke Arabic as a home language in school Year 2020–2021.
Collaboration between English as a Second Language (ESL) and content teachers to support multilingual students designated as English Learners is a growing but complex phenomenon in U.S. schools, and one that has continued to evolve during the pandemic and related disruptions to schooling.
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).
Thanks to rapid increases in the state's Hispanic and Asian populations, the number of Texas students classified as English Learners has surged in the past decade, from approximately 830,000 in 2010 to more than 1.1 million today. In the charter sector, change has been even more rapid.
This brief is part of the Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support). This brief highlights findings from a study focused on how California’s Multi-Tiered System of Support (CA MTSS) framework serves English- Learner (EL) classified students1.
This brief examines the notable trends and disparities in high school graduation rates between English-Learner classified students (ELs) and non-English-Learner classified students in California over the past five years.
In 2018, New America provided nine recommendations for how state leaders can improve DLL data practices in three areas: (1) screening, identifying, and tracking DLL enrollment; (2) evaluating program quality; and (3) assessing learning outcomes. Since then, no state has addressed
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.