Resource Library

Reopening Washington Schools 2020: Guidance for Supporting Multilingual/English LearnersThis guidance is designed as a companion resource to the Office of Superintendent of Public Instruction's (OSPI's) "Reopening Washington Schools 2020: District Planning Guide" (ED606044), issu

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.

Students with limited English proficiency face numerous educational challenges with the potential result of large achievement gaps between these students and their English proficient peers.

This report addresses effective strategies to promote early math learning for dual language learners (DLLs) in educational settings and at home. The report begins with an overview of the importance of early math learning and math achievement among DLLs nationally and in California.

The purpose of this case study was to determine which types of instructional scaffolds are most effective in developing the mathematical reasoning of fifth-grade English learners (ELs) who have learning disabilities (LD).

This brief highlights findings from the federally funded Partnership to Study Dual Language Immersion in Utah on the academic performance of dual language immersion (DLI) students in Utah.

Beaverton School District partnered with Education Northwest to identify which of the English language development (ELD) program models they use are most effective at improving English learner (EL) outcomes.

Does a prekindergarten education (Pre-K) at age four have an impact on third grade achievement?

The Council of Chief State School Officers (CCSSO) members, and staff from the American Institutes of Research (AIR) and Education Northwest identified the attributes of effective teachers of English learners (ELs) and integrated these characteristics into two widely used teacher observation tools,

A meta-analysis of 26 studies of reading interventions with English learners (ELs) that included pre- and post-test results was completed. The findings showed the interventions had a large effect on ELs' reading accuracy and fluency, and a moderate effect on reading comprehension.