Students with disabilities (SWDs) and English learners (ELs) represent diverse populations with varied academic needs. This analysis focuses primarily on teachers who are certified or endorsed to work with these student populations.

Students who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs).

We were asked to examine how states and districts identify English learners and how they ensure that they are accurately identifying English learners with disabilities.

Prior research documented disproportional representation across racial, ethnic, and socioeconomic lines within the population of students identified as gifted and talented (GT).

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.

Within the Stanford-Sequoia K-12 Research Collaborative, several questions have emerged about what we know and don’t know about dually identified students.

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