Resource Library

Displaying 1 - 10 of 296

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.

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.

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.

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.

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.

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.

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