Resource Library

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A First Look at Early Literacy Performance in Massachusetts: Results of Initial Analysis Based on State Grantee Literacy Screening Assessments

Published Year

2023

Resource Type

Report

Target Audience(s)

Educators of English Learners

Literacy Coaches

Administrators

Early Childhood Program Administrators

Language Researchers

This report provides a first look at the literacy performance of students in grades K–3 in Massachusetts based on available data from both the 2020/21 and 2021/22 school years.

A framework for foundational literacy skills instruction for English learners: Instructional practice and materials considerations.

Published Year

2023

Resource Type

Report

Target Audience(s)

Educational Leaders

Early Childhood Educators

State Education Agencies

Language Researchers

Literacy Coaches

This document provides a review of general and EL-specific research on early literacy, drawing from both to define a vision for foundational literacy skills instruction for ELs.

Evidence-based writing practices to support English learner students

Published Year

2023

Resource Type

Infographic

Target Audience(s)

Educators of English Learners

Language Researchers

New Mexico prioritizes equitable educational opportunities and achievement for English learner students.

Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification

Published Year

2021

Resource Type

Report

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them.

Inconsistencies in English Learner Identification: An Inventory of How Home Language Surveys Across U.S. States Screen Multilingual Students

Published Year

2021

Resource Type

Journal

Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English language services. Typically, parents or guardians are asked to complete the HLS when enrolling a student in school.

Taking Stock of Dual Language Learners Identification and Strengthening Procedures and Policies

Published Year

2021

Resource Type

Report

One-third of children ages five and under in the United States have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are a diverse and growing group who have the potential to develop as multilingual and multiliterate individuals.

Determining Special Education Eligibility of English Learners

Published Year

2021

Resource Type

Brief

Elementary teachers often have difficulty determining whether a student should be referred for special education services. That task is further compounded when the student is an English learner (EL).

50-State Comparison: English Learner Policies

Published Year

2020

Resource Type

Report

This interactive report by the Education Commission of the States provides a national comparison of states' English learner (EL) policies. The information used in this report was gathered through a review of state statutes and regulations.

The Patchy Landscape of State English Learner Policies under ESSA

Published Year

2020

Resource Type

Report

When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was seen as a significant step forward for English learners (ELs). ESSA increased accountability for ELs, including their progress towards English proficiency and their performance in academic subjects.

Which English Learners Count When? Understanding State Subgroup Definitions in ESSA Reporting

Published Year

2020

Resource Type

Brief

This brief examines the issues surrounding states' ESSA data reports on the English learner (EL) subgroup. It first reviews the definition of EL and then discusses the variance that exists in states' practices for identifying ELs.

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