Resource Library

This article is the first of a three-part series examining whether the language used in mathematics items on the on National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to level the playing field for ELs.

Co-teaching in which a general education teacher teaches alongside an English as a second language (ESL) teacher, is a strategy that is used to more equitably teach English learners (ELs).

Will there be a sufficient number of teachers certified in the areas needed to meet future demands? That is the question education leaders in Michigan asked.

This study seeks to explain why English learners (ELs) lag behind their peers in academic achievement. ELs' limited access to more advanced courses may partly account for these differences.

The U.S. Department of Education recommends teachers use intensive small-group instruction to teach reading to English learners (ELs). The instruction should include the five core reading elements: phonological awareness, phonics, reading fluency, vocabulary, and comprehension.

This policy brief provides an overview of national and state laws governing the education of English learners (ELs) in Arkansas. It also reviews state policies and procedures for identifying ELs. Most of the brief is devoted to tracing the growth of the EL population in Arkansas.

This study describes the characteristics of English learner (EL) students in grades 3-8 and the schools they attended in Cleveland. It examined the EL students' performance on statewide math, English language arts, and English language proficiency assessments in 2011/12-2016/17.

Beaverton School District partnered with Education Northwest to identify which of the English language development (ELD) program models they use are most effective at improving English learner (EL) outcomes.

This guide is intended for state education agencies (SEAs) and their early education partners. The goal of the guide is to support the development of coherent, research-based policy at the state level.

This brief discusses the increasing educational opportunity gap between English learners (ELs) in North Carolina and their peers. It argues that limited school funding is exacerbating this opportunity gap. The state's federal and state legal obligations to ELs are highlighted.