The number of English learners enrolled in public schools has grown substantially in the United States over the past two decades.
An important topic in English learner (EL) education is how ELs who are students with interrupted formal education, or SIFE, often face many serious challenges when attending school in the United States. Their educators also often encounter difficulties in meeting SIFE's needs.
Research on teacher preparation identifies the recruitment, preparation, induction, and retention of teachers as challenges in providing high-quality instruction for English learners (ELs).
This guide is designed to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students.
During the COVID-19 pandemic, immigrant and linguistically diverse families have both borne the brunt of America's job losses and are overrepresented in professions that are considered essential to the country's response and recovery.
This resource is intended to help educators identify and use research-based practices, policies, and procedures for welcoming, registering, and supporting newcomer immigrant and refugee students who are attending secondary schools in the United States, as well as their families (grades 6-12).
The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.