Abstract
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). The levers include bilingual education, counselor availability, teacher preparation, and extra instructional time. Each brief includes key take-aways based on analyses of student-level longitudinal data from the state of Oregon.
Topics
Bilingual Education
Academic Achievement
English Learners