In the last several decades, English learners (ELs)1 have been among the fastest-growing populations in our Nation’s schools.
In the last several decades, English learners (ELs)1 have been among the fastest-growing populations in our Nation’s schools.
This resource is intended to help educators identify and use research-based practices, policies, and procedures for welcoming, registering, and supporting newcomer immigrant and refugee students who are attending secondary schools in the United States, as well as their families (grades 6-12).
The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.
The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.
The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.
This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient.
In Alaska, Indigenous students make up a large segment of the English learner (EL) population. This report examined Alaska Native kindergarten students who are classified as ELs; the data are from school year 2011-12 through school year 2018-19.
This report summarizes the results of a study RTI International conducted on the demographics and other characteristics of English learners (ELs) ages14 through 21.