Federal law requires states to develop systems to hold K-12 schools accountable for the outcomes of all 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 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).
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).
This brief is part of the Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support). This brief highlights findings from a study focused on how California’s Multi-Tiered System of Support (CA MTSS) framework serves English- Learner (EL) classified students1.
This brief examines the notable trends and disparities in high school graduation rates between English-Learner classified students (ELs) and non-English-Learner classified students in California over the past five years.
This brief depicts trends related to academic performance, namely trends in English-Learner (EL) classified student performance on Math and English Language Arts (ELA) SBAC (Smarter Balanced Assessment System) assessments.
This brief depicts demographic trends and the rich diversity of the English-Learner (EL) classified students enrolled in California’s public schools, including the number of language learners, geographic trends in where they live, their home language, and their race.
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.