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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.

 

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.

The COVID-19 pandemic has exacerbated existing inequalities within our education systems, and, in many cases, has further marginalized students of refugee and migrant backgrounds.

Immigrant students who have experienced interrupted formal education in their native countries will, on average, experience a two-year grade gap compared to other immigrant students.

Structured English Immersion is the language policy Arizona uses to construct the educational experiences of refugee students entering its schools. This article includes a review of the literature and data collected through interviews with teachers to examine how this policy operates in practice.

A study from Northwestern University and the American Institutes for Research shows finds that there is no evidence for the notion that the presence of refugee students negatively affects other students' educational experience.

This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K-12 public schools as a

This webinar presents information about who refugees are and how schools can serve these students, offering strategies and approaches for educating refugees and for creating inclusive school environments.

This webinar discusses the Deferred Action for Childhood Arrivals (DACA) program, how its educational requirements may be impacting application rates, and recommendations for overcoming the education-success challenges that key subgroups of DACA-DREAM youth face.

The authors investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education.