Resource Library

Displaying 1 - 10 of 221

Who Goes to Newcomer Schools? Las Americas Middle School

Published Year

2024

Resource Type

Brief

Target Audience(s)

Educators of English Learners

Administrators

Newcomer programs aim to serve newly arrived immigrant students by providing specialized instruction and nonacademic support beyond what is offered in traditional English learner classrooms. In Houston ISD, Las Americas is a standalone program that serves newcomer students in grades 4–8.

Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification

Published Year

2021

Resource Type

Report

Originating Organization

DOE

This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient.

Older Adolescents and Young Adult English Learners: A Survey of Demographics, Policies, and Programs Executive Study Final Summary Report

Published Year

2015

Resource Type

Report

Originating Organization

DOE

This report summarizes the results of a study RTI International conducted on the demographics and other characteristics of English learners (ELs) ages14 through 21.

English Language Learners in Public Schools

Published Year

2021

Resource Type

Journal

Originating Organization

DOE

This is an updated report on the number and percentages of the K-12 school population who were identified as English learner (ELs) in 2018.

State English Learner Education Policy: A Conceptual Framework to Guide Comprehensive Policy Action

Published Year

2020

Resource Type

Journal

Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy.

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.

English Language Learners in America's Great City Schools: Demographics, Achievement, and Staffing

Published Year

2019

Resource Type

Journal

The results of a recent survey the Council of the Great City Schools conducted among its members on their English learner students (ELs) are reported and discussed in this report. In addition to EL enrollment data, languages spoken, and number of ELs receiving special education services.

Disparities in the Enrollment and Timing of Special Education for Asian American and Pacific Islander Students

Published Year

2019

Resource Type

Journal

Asian Americans and Pacific Islanders (AAPIs) are consistently underrepresented in special education. This study used ten years of longitudinal data from ten cohorts of kindergartners in a school district to examine if there were any differences among ethnic subgroups of AAPIs.

Policy and Practices to Improve Access to Early Care and Education (ECE) for Low-Income Hispanic Families

Published Year

2018

Resource Type

Brief

This brief builds on a synthesis of the research on the access Hispanic families have to quality early care and education, but the target audience is policymakers and early care and education (ECE) providers.

Understanding and Supporting the Educational Needs of Recently Arrived Immigrant English Learner Students: Lessons for State and Local Education Agencies

Published Year

2018

Resource Type

Report

This report seeks to answer three key questions about Recently Arrived Immigrant English Learner Students (RAIELs): (1) Who are RAIELS? (2) What are their educational needs? and (3) What are the state and local policies and practices being used to support them?

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