Resource Library

Displaying 31 - 40 of 2008

The Accountability System English Learners Deserve: Framework for an Effective and Coherent Accountability System for ELs

Published Year

2021

Resource Type

Report

This brief, written by Californians Together, a coalition of partners and educators across the state, presents a framework for what an equitable and assets-oriented approach to an accountability system for the state's English learners (ELs) could be.

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.

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.

Funding English Learner Education: Making the Most of Policy and Budget Levers

Published Year

2021

Resource Type

Brief

In the United States, funding for K-12 education is complex; it includes federal, state and local funding sources. Funding an equitable, high-quality education for English learners (ELs) is also complex.

What STEM Teachers Need to Know and Do to Engage Families of Emergent Multilingual Students (English Language Learners)

Published Year

2021

Resource Type

Journal

STEM teacher educators are aware that they teach far more than content-specific methodology.

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.

Education in Crisis: Looking to the Margins to Find Our Center as Educators Working with Refugee and Migrant Students and Families

Published Year

2021

Resource Type

Journal

The COVID-19 pandemic has exacerbated existing inequalities within our education systems, and, in many cases, has further marginalized students of refugee and migrant backgrounds.

Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students

Published Year

2021

Resource Type

Report

Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Unlike non-Indigenous students, Indigenous students are not required to have a non-English home or primary language.

Alaska Native Students as English Learner Students: Examining Patterns of Identification, Classification, Service Provision, and Reclassification

Published Year

2021

Resource Type

Report

Originating Organization

DOE

In Alaska, Indigenous students make up a large segment of the English learner (EL) population. This report examined Alaska Native kindergarten students who are classified as ELs; the data are from school year 2011-12 through school year 2018-19.

Supporting Educators in Determining Special Education Eligibility of English Learner Students

Published Year

2021

Resource Type

Guide

This slide deck accompanies a Practitioner's Brief, Determining Special Education Eligibility of English Learners, the REL Northeast & Islands recently published.