Resource Library

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them.

One-third of children ages five and under in the United States have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are a diverse and growing group who have the potential to develop as multilingual and multiliterate individuals.

This interactive report by the Education Commission of the States provides a national comparison of states' English learner (EL) policies. The information used in this report was gathered through a review of state statutes and regulations.

When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was seen as a significant step forward for English learners (ELs). ESSA increased accountability for ELs, including their progress towards English proficiency and their performance in academic subjects.

This study examined how K-12 educators in various roles at the district- and school-levels identify and place English learners (ELs) in language instruction educational programs. The study included a stratified random sample of 476 educators from 35 U.S.

The first step a district uses to identify English Learners (ELs) is often a home language survey. But some surveys may produce inaccurate information that leads to misidentification.

The past 15 years have seen a surge in research examining how and when the children of immigrants experience discrimination, and what the psychological and educational consequences are.

Mexican and Central American immigrants, who have long histories of migration to the United States, represent 37 percent of the U.S. foreign-born population, yet are disproportionately represented (71 percent) among the total unauthorized immigrant population.

This report shares the result of a review of the Local Control Accountability Plans (LCAPs)of 29 key school districts throughout the state, and the impact those LCAPs are having on English Learner students.

Misclassifying students as English language learners (ELLs) who are in fact English fluent, or vice versa, could lead to long-term negative academic outcomes. This report examines issues in current state policies and practices associated with initially classifying ELLs.