State English Learner Education Policy: A Conceptual Framework to Guide Comprehensive Policy Action

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Author
Author
Umansky, I.M., & Porter, L.
Journal
Education Policy Analysis Archives
Details
Resource Type
Journal
Acquisition Number
453
Published Date
07-05-2021 3:53 PM
Published Year
2020
Number of Pages
37
Language(s)
Subscription Only
No
Abstract
Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy. The framework is organized around three core principles of understanding students, providing high quality instruction, and supporting effective systems. Drawing on recent decades of policy research, the framework identifies nine key areas for comprehensive state policy action: (1) addressing diversity in EL skills and needs, (2) EL assessment, (3) classification and reclassification, (4) core content access, (5) English language development instruction, (6) bilingual education, (7) EL funding, (8) teacher preparation and skills, and (9) pre-K through postsecondary alignment. Along with synthesizing policy research in each of the nine areas, we present relevant policy implications. We outline how this framework can be used -and adapted-by policymakers and scholars to examine state EL education policy contexts and to guide future research and policymaking.
Topics
State and Local Policy
English Learners
English Learners
Demographics
Administration and Leadership