This spotlight explores the use of multilingual approaches for the purpose of supporting English language acquisition, shares examples of statewide approaches, and highlights strategies for program design and instruction.
Many immigrants, including those with emerging literacy skills, have real-world economic needs. This spotlight provides resources and considerations for how adult education programming can support immigrants’ broader economic integration.
The Standards-in-Action (SIA) 2.0 English Learner (EL) Training Institute shows adult educators how to provide college and career readiness (CCR) instruction to ELs.
This is a systematic review of investigating best practices and their effectiveness in improving academic achievement for ELDs in U.S. schools. The selection process identified 17 peer-reviewed articles that shed light on best practices for ELDs.
Within the Stanford-Sequoia K-12 Research Collaborative, several questions have emerged about what we know and don’t know about dually identified students.
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).
In many ways, Arizona is on the forefront of school choice: in addition to a state-wide open enrollment law, it was one of the first states to adopt charter school legislation in 1994 and currently has the second-highest percentage of public school students attending charter schools in the
This report provides a first look at the literacy performance of students in grades K–3 in Massachusetts based on available data from both the 2020/21 and 2021/22 school years.
This report shares demographic characteristics and educational outcomes of high school newcomers in Massachusetts over time, using longitudinal data from the Massachusetts Department of Elementary and Secondary Education (DESE).
In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct bein