Resource Library

The American Institutes for Research (AIR) launched a nationally representative survey to better understand how school districts and charter management organizations (CMOs) have responded to the COVID-19 pandemic.

This handbook consists of five chapters that address federal policies regarding the education of English Learners (ELs), program models, preparing teachers to work with ELs, and tips for engaging with EL families.

This report addresses effective strategies to promote early math learning for dual language learners (DLLs) in educational settings and at home. The report begins with an overview of the importance of early math learning and math achievement among DLLs nationally and in California.

This chapter in the book Inclusion, Education and Translanguaging provides classroom-based examples of how teachers can leverage the translanguaging and cultural knowledge of young children who come from homes where languages other than English is spoken.

This report focuses on the education of English learners (ELs) in the context of COVID-19. It begins by discussing the ways the COVID crisis has impacted ELs and their families.

This study was prompted by the Arizona Department of Education's interest in learning more about the progress of English learners (ELs) toward English proficiency in the early grades.

This interactive report by the Education Commission of the States provides a national comparison of states' English learner (EL) policies. The information used in this report was gathered through a review of state statutes and regulations.

Disciplinary literacy skills are essential for building knowledge in the fields of science and engineering. Teaching these literacy skills is a shared responsibility of middle school science and English language arts (ELA) teacher. But in many U.S.

It can be challenging for teachers of English Learners (ELs) to find texts that are both engaging and at an appropriate readability level. This is especially true for older newcomers and other middle- and high-school students still developing English literacy.

The purpose of this case study was to determine which types of instructional scaffolds are most effective in developing the mathematical reasoning of fifth-grade English learners (ELs) who have learning disabilities (LD).