Educational Spillover Effects of New English in New Destination States
The number of English learners enrolled in public schools has grown substantially in the United States over the past two decades.
The number of English learners enrolled in public schools has grown substantially in the United States over the past two decades.
Children from Latinx families bring rich and varied literacy practices and cultural models to their classrooms. When teachers are able to recognize these assets, they have opportunities to make their teaching more responsive and engaging.
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.
Family and community engagement is an essential part of student success.
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.
School leaders become arbiters of educational opportunity by shaping how policies are implemented within their buildings.