Resource Library

This brief provides a state-by-state breakdown of the percentage of students identified as English Language Learners (ELs) who were enrolled in public schools in the fall of 2017.

There are no definitive processes for identifying English learner (EL) students with learning disabilities and determining the best academic supports for them.

This article proposes a framework for state level education policies for English learners (ELs).

This study examined if early interventions reinforcing the phonemic awareness skills of non-Spanish-speaking English learners (ELs) can positively impact their reading and spelling levels.

This article is the third of a three-part series examining whether the language used in mathematics items on the National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to ensure more equitable assessment experience

This report is the latest in a series of NCES reports on high school dropout and completion rates. The authors utilized a wide array of surveys and administrative data sets to present statistics on high school dropout and completion rates at the state and national levels.

This mixed-method study compared the performance of adolescent English learners (ELs) on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI) to existing data from English-proficient students' performanc

This is the first publication in a series of briefs that are designed to highlight promising practices for educators and other staff who support English learners (ELs) and their families with English language acquisition and the maintenance of native languages.

This article is the second of a three-part series examining whether the language used in mathematics items on the National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to ensure more equitable assessment experienc

This study examines the academic development of children with autism spectrum disorder (ASD) who are bilingual.