Resource Library

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.

English learners (ELs) are among the fastest-growing population in U.S. schools and comprise 9 percent of all students in grades PreK-12 nationwide (U.S. Department of Education, 2018).

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 meta-analysis synthesizes the last two decades of experimental and quasiexperimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effect

A random sample of middle school teachers (grades 6-9) from across the United States was surveyed about their use of writing to support students' learning. The selection process was stratified so there were an equal number of English language arts, social studies, and science teachers.

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.

The North Dakota Department of Public Instruction (DPI) launched its Native American Essential Understanding Project in 2016, modeled after similar programs in Montana and South Dakota.

This article describes new dual language programs popping up throughout Idaho.

This article provides useful research-based information for educators and others seeking to support English learners (ELs) at the secondary level in social studies, science, and mathematics.