Resource Library

Programs and policies related to the education of long-term English learners (LTELs) at the secondary level are often based on the belief that fluency in English is the primary, if not the sole, requirement for academic success and college and career readiness.

This brief describes innovative, remote adult ESOL program practices and designs based on interviews with staff from 34 adult ESOL programs across the US about their use of digital technologies for onboarding, instruction, and supports to diverse ESOL learners.

This spotlight explores the use of multilingual approaches for the purpose of supporting English language acquisition, shares examples of statewide approaches, and highlights strategies for program design and instruction.

Many immigrants, including those with emerging literacy skills, have real-world economic needs. This spotlight provides resources and considerations for how adult education programming can support immigrants’ broader economic integration.

The Standards-in-Action (SIA) 2.0 English Learner (EL) Training Institute shows adult educators how to provide college and career readiness (CCR) instruction to ELs.

This is a systematic review of investigating best practices and their effectiveness in improving academic achievement for ELDs in U.S. schools. The selection process identified 17 peer-reviewed articles that shed light on best practices for ELDs.

This brief explores the characteristics of the high schools that newcomer students choose to attend in the Houston Independent School District (HISD).

Newcomer programs aim to serve newly arrived immigrant students by providing specialized instruction and nonacademic support beyond what is offered in traditional English learner classrooms. In Houston ISD, Las Americas is a standalone program that serves newcomer students in grades 4–8.

This brief examines the outcomes of high school-aged newcomer students—recently arrived immigrant English learners—in the Houston Independent School District (HISD).

This brief evaluates the causal effect of attending Las Americas Middle School on newcomer students’ early high school outcomes.