Resource Library

This brief describes innovative, remote adult ESOL program practices and designs based on interviews with staff from 34 adult ESOL programs across the US about their use of digital technologies for onboarding, instruction, and supports to diverse ESOL learners.

This spotlight explores the use of multilingual approaches for the purpose of supporting English language acquisition, shares examples of statewide approaches, and highlights strategies for program design and instruction.

The Standards-in-Action (SIA) 2.0 English Learner (EL) Training Institute shows adult educators how to provide college and career readiness (CCR) instruction to ELs.

This brief explores the characteristics of the high schools that newcomer students choose to attend in the Houston Independent School District (HISD).

This brief examines the outcomes of high school-aged newcomer students—recently arrived immigrant English learners—in the Houston Independent School District (HISD).

This study examined English language acquisition among newcomer students in HISD between the 20072008 and 2018-2019 school years. Outcomes examined in the study include end-of-year English proficiency exam scores (TELPAS), reclassification, and course-taking data.

Federal law requires states to develop systems to hold K-12 schools accountable for the outcomes of all students.

Collaboration between English as a Second Language (ESL) and content teachers to support multilingual students designated as English Learners is a growing but complex phenomenon in U.S. schools, and one that has continued to evolve during the pandemic and related disruptions to schooling.

This research brief is intended to provide an overview of current knowledge on reclassification practices for students classified as English learners (ELs). We envision it will be useful.

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.