Resource Library

English learners (ELs) are among the fastest-growing population in U.S. schools and comprise 9 percent of all students in grades PreK-12 nationwide (U.S. Department of Education, 2018).

For more than two decades, accommodations have served as the primary strategy for ensuring the valid participation of multilingual learners ( MLLs) in high-stakes summative assessments.

Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction.

This meta-analysis synthesizes the last two decades of experimental and quasiexperimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effect

A random sample of middle school teachers (grades 6-9) from across the United States was surveyed about their use of writing to support students' learning. The selection process was stratified so there were an equal number of English language arts, social studies, and science teachers.

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish.

This Statistics in Brief describes the percentages of public schools that reported that they had teaching vacancies and subject areas with difficult-to-staff teaching positions in the 1999-2000, 2003-04, 2007-08, and 2011-12 school years.

The objective of this resource document is to offer guidance to school districts on how to expand the recruitment, hiring, and retention of bilingual and English Language Development (ELD) teachers and support staff by implementing the THREAD (Tap, Harness, Reach, Establish, Awareness, Develop) appr

The North Dakota Department of Public Instruction (DPI) launched its Native American Essential Understanding Project in 2016, modeled after similar programs in Montana and South Dakota.

This article describes new dual language programs popping up throughout Idaho.