Resource Library

Each state has a school accountability system that, under the federal Every Student Succeeds Act (ESSA), identifies low-performing schools based on a combination of student assessment outcomes and other factors, such as graduation and attendance rates.

Do bilingual children suffer from cognitive and linguistic disadvantages, or do they enjoy advantages by being fluent in two languages? Does speaking, reading, and writing a home language other than English impede a child learning English?

This study examines Head Start teachers' beliefs and knowledge about dual language learners (DLLs). Twenty-three female teachers working in Head Start preschool centers were interviewed on their beliefs regarding DLLs, DLLs' development, and their instructional practices for DLLs.

This brief provides a state-by-state breakdown of the percentage of students identified as English Language Learners (ELs) who were enrolled in public schools in the fall of 2017.

Word Generation is a supplemental program designed to improve reading comprehension by building students' vocabulary, academic language, and perspective-taking skills through classroom discussion and debate.

This study examined the experiences of preservice teachers who plan to teach English learners (ELs) and who were introduced to a framework for conducting practice-based action research.

This brief is a compilation of questions speech and language pathologists (SLPs) commonly ask, and the answers to those questions as provided by the Multilingual-Multicultural Affairs Committee of the International Association of Communication Sciences and Disorders.

There are no definitive processes for identifying English learner (EL) students with learning disabilities and determining the best academic supports for them.

When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was seen as a significant step forward for English learners (ELs). ESSA increased accountability for ELs, including their progress towards English proficiency and their performance in academic subjects.

This brief examines the issues surrounding states' ESSA data reports on the English learner (EL) subgroup. It first reviews the definition of EL and then discusses the variance that exists in states' practices for identifying ELs.