Resource Library

In 2018, New America provided nine recommendations for how state leaders can improve DLL data practices in three areas: (1) screening, identifying, and tracking DLL enrollment; (2) evaluating program quality; and (3) assessing learning outcomes. Since then, no state has addressed

As part of ED's Raise the Bar efforts to create pathways for global engagement, the Department is working to provide every student with a pathway to multilingualism while ensuring equitable access to a high-quality education for students who are English Learners (ELs), who historically have been

Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted.

The number of English learners enrolled in public schools has grown substantially in the United States over the past two decades.

This podcast by the U.S.

This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments.

This article addresses the customary practice of delaying teaching of writing for Beginner English Learners (BELs) which often results in slowing writing development.

With the increased number of English learners (ELs) participating in large-scale state testing, there has been an increased focus on fairness in testing for these students.

Using data from the First 5 California DLL Pilot Study, this brief presents a snapshot of the family engagement strategies used in early learning and care programs serving infant, toddler, and preschool-age DLLs across the state.

In this study, we examined story circles to understand how the small-group activity supports and shapes the storytelling of young students in multicultural, multilingual preschool classrooms.