Resource Library

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Equity and English Learners Post-Pandemic

Published Year

2022

Resource Type

Journal

During the COVID-19 pandemic, immigrant and linguistically diverse families have both borne the brunt of America's job losses and are overrepresented in professions that are considered essential to the country's response and recovery.

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.

Reaching All Students: Distance Learning Resources to Support Students with Disabilities, English Learners, and their Families

Published Year

2020

Resource Type

Serial

Originating Organization

DOE

The abrupt transition to distance learning due to the Covid-19 pandemic has left many families, caregivers, and educators in need of resources to make learning useful and accessible for all students, including students with disabilities and English learners.

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).

Supporting English Learners in the COVID-19 Crisis

Published Year

2020

Resource Type

Report

This report focuses on the education of English learners (ELs) in the context of COVID-19. It begins by discussing the ways the COVID crisis has impacted ELs and their families.

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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