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States and districts share an obligation to provide Multilingual Learners (MLLs) with access to high quality language programs that are proven to be effective in minimizing opportunity gaps between MLLs and non-MLLs.

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.

Students who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs).

English learners (ELs) are one of the fastest-growing student groups in the U.S. K-12 system, making up about one in 10 students enrolled in public schools nationwide.

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.

In January 2024, researchers from the Region 15 Comprehensive Center (R15CC) at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common methods, settings, and program implementation practices.

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.