This spotlight explores the use of multilingual approaches for the purpose of supporting English language acquisition, shares examples of statewide approaches, and highlights strategies for program design and instruction.
Federal law requires states to develop systems to hold K-12 schools accountable for the outcomes of all students.
This research brief is intended to provide an overview of current knowledge on reclassification practices for students classified as English learners (ELs). We envision it will be useful.
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
Thanks to rapid increases in the state's Hispanic and Asian populations, the number of Texas students classified as English Learners has surged in the past decade, from approximately 830,000 in 2010 to more than 1.1 million today. In the charter sector, change has been even more rapid.
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).
New Mexico prioritizes equitable educational opportunities and achievement for English learner students.
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.