Resource Library

This article explores the compelling benefits of, and some controversies surrounding, dedicated newcomer schools and programs.

Schools that want to improve the educational prospects for ELs should take account of what's happening in their students' lives outside the classroom, according to a new report.

The article discuses the relatively small percentage of students in U.S. gifted and talented education who are English-language learners (ELLs).

Current research suggests that ELs are under-represented in advanced classes, in part, according to one teacher quoted, because they don't have the language skills to show what they can do.

Of the roughly 15,000 students across Burbank schools, 61% of students speak only English at home; Spanish is the second ranking other language spoken, ranking below Armenian, and above Russian, Arabic, Tagalog, and Korean.

At the Manhattan Academy for Arts and Language, a newcomer school in New York City, teacher Lauren McCoy is teaching one of the school's first-ever Advanced Placement classes, and taking her students to the next level.

Researchers and advocacy groups are bracing for an avalanche of new data on mobility once ESSA, the Every Student Succeeds Act, goes into effect.

Roberto Sanchez, whose children attend Santa Fe public schools, is one of many plaintiffs in a lawsuit claiming New Mexico and the state Public Education Department are not investing enough money in public schools and are therefore failing EL students across the state.

An Oklahoma high school with a newcomer program, to make graduation an accessible event for student's families, conducted the event in Spanish with Arabic and French translators on hand.

This article explores the benefits (and potential pitfalls) of newcomer programs or schools dedicated to the needs of immigrants and refugees.