Resource Library
Chapter 6 Tip Sheet (English)
Chapter 6 Tip Sheet (Spanish)
The impact of a broken immigration system on U.S. students and schools
While the public’s attention remains directed to the border—the epicenter of the debate about immigration policy—the children of undocumented immigrants who have already crossed the border exist in permanent limbo, fearful every day that their parents will be snatched away from them, and wo
K-12 education: How states identify English learners, including those with disabilities
We were asked to examine how states and districts identify English learners and how they ensure that they are accurately identifying English learners with disabilities.
Individualized language plans: Promises and pitfalls
In the United States, individualized language plans (ILPs) have gained traction across K–12 schools.
Where are the English learners and students with disabilities in gifted education?
Prior research documented disproportional representation across racial, ethnic, and socioeconomic lines within the population of students identified as gifted and talented (GT).
Equitable and Quality Education for English Learners and All Other Students: The Role of Oracy
This brief explores the term oracy, its definition and historical development, its value in schooling and democratic life, and the features that contribute to an effective apprenticeship in oracy as a powerful tool for engaging in social acts.
Reaching teachers of early multilingual learners through professional development: A systematic literature review
This systematic literature review synthesizes 49 studies exploring teacher professional development (PD) focused on the education of multilingual learners (MLs). Specifically, we examined PD design for in-service mainstream classroom teachers serving MLs in early elementary grades.
Examining English learner testing, proficiency, and growth: Continued trends since the COVID-19 pandemic
This report examines English learners’ testing, proficiency, and growth during the six most recent school years (20182023) to shed light on the continued impact of the COVID-19 pandemic on English learners’ educational outcomes.