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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.

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.

This tip sheet, published in English and Spanish, lays out dos and don'ts of registering undocumented immigrant children (or children whose parents are undocumented) to avoid civil rights violations as outlined in the Plyler v. Doe decision.

States are working to make sure that's not the case, said several state chiefs who spoke on a recent panel moderated by the executive director of the Council of Chief State School Officers.

In this article we draw upon the ethnography of language planning and policy (LPP) to examine the complexities of how young Latino children with a recently deported parent engage with family language policies within their routine interactions. We explore the following questions.

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

Since its launch in 2012, the Deferred Action for Childhood Arrivals (DACA) program has brought together immigration policy and the education and career-training fields in an unprecedented manner.

With the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) of 2015, the Working Group recognizes the continuing evolution of this landmark federal legislation to more fully include English Learners.

Fifty years after the U.S.