Resource Library

This brief is part of the Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support). This brief presents key findings on English-Learner classified students (ELs) in California and their reclassification, offering valuable insights for policymakers and educators.

In 2018, New America provided nine recommendations for how state leaders can improve DLL data practices in three areas: (1) screening, identifying, and tracking DLL enrollment; (2) evaluating program quality; and (3) assessing learning outcomes. Since then, no state has addressed

As part of ED's Raise the Bar efforts to create pathways for global engagement, the Department is working to provide every student with a pathway to multilingualism while ensuring equitable access to a high-quality education for students who are English Learners (ELs), who historically have been

Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted.

The number of English learners enrolled in public schools has grown substantially in the United States over the past two decades.

This podcast by the U.S.

This article addresses the customary practice of delaying teaching of writing for Beginner English Learners (BELs) which often results in slowing writing development.

With the increased number of English learners (ELs) participating in large-scale state testing, there has been an increased focus on fairness in testing for these students.

This paper looks at the next 25 years of education and policy making regarding students classified as English learners (EL).

Children from Latinx families bring rich and varied literacy practices and cultural models to their classrooms. When teachers are able to recognize these assets, they have opportunities to make their teaching more responsive and engaging.