Resource Library
Community-engaged scholars' boundary-spanning roles and intersected identities: Korean dual language bilingual education program in a public elementary school
Neoliberal ideology and an overemphasis on generating quick results dehumanizes higher education community engagement by overlooking the multiple roles and identities of boundary spanners, individuals engaged in community-based scholarship.
Investigating the (mis)alignment between expenditures and policy to improve multilingual learner programs
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.
Native American Heritage Month Celebration: A Conversation with Cherokee Authors (December 2024)
In this podcast hosted by the U.S.
How a federal grant program is training and supporting educators of English learners
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 English learners and their long-term learning outcomes
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.
Long-term English learners: Untangling language acquisition and learning disabilities
Students who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs).
How do school finance systems support English learners?
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.
Long-Term English Learners (November 2024)
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.
English learners’ access to core content: Academic course enrollment in high school
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.