This paper presents evidence of the effects of dual language immersion (DLI) programs on the academic outcomes of students in elementary grades.
This Fact Sheet highlights English learner students in secondary schools who are career and technical education participants (received at least one CTE credit in that year) and concentrators (received three credits within a career cluster during high school).
Nationally, there are 213,832 English learner (EL) students who identify as Black,1 making up 4% of all ELs in public schools. This community brings a wealth of diverse languages, countries of origin, and cultural identities to communities across all 50 U.S. states.
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
We were asked to examine how states and districts identify English learners and how they ensure that they are accurately identifying English learners with disabilities.
Employers value multilingualism and reward employees. According to two research studies, multilingual individuals earn $2–3K more on average.
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).
This brief explores the term oracy, its definition and historical development, its value in schooling and democratic life, and the features that contribute to an effective apprenticeship in oracy as a powerful tool for engaging in social acts.