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
Thanks to rapid increases in the state's Hispanic and Asian populations, the number of Texas students classified as English Learners has surged in the past decade, from approximately 830,000 in 2010 to more than 1.1 million today. In the charter sector, change has been even more rapid.
This document provides a review of general and EL-specific research on early literacy, drawing from both to define a vision for foundational literacy skills instruction for ELs.
This report examines the number of SEAs that provide guidance in collecting and using students’ prior education experiences in initial enrollment, as well as the specificity of the guidance that SEAs provide.
Como parte de los esfuerzos Raise the Bar del ED para crear caminos para la participación global, el Departamento está trabajando para brindar a cada estudiante un camino hacia el multilingüismo y al mismo tiempo garantizar el acceso equitativo a una educación de alta calidad para los estudiantes