Resource Library

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.

Collaboration between English as a Second Language (ESL) and content teachers to support multilingual students designated as English Learners is a growing but complex phenomenon in U.S. schools, and one that has continued to evolve during the pandemic and related disruptions to schooling.

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

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

These authors analyze student survey data related to sense of belonging and relationships with teachers and adults within and across the fastest growing subgroup of K–12 public school students: students classified as English learners (ELs).

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 inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments.

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