Across the nation, states and school districts face a persistent shortage of educators with expertise in promoting both the English proficiency and academic achievement of English learner (EL) students. To help improve educators' qualifications and classroom instruction for ELs, the National Professional Development (NPD) program has awarded grants for EL-focused educator professional development projects since 2002. This U.S.
California's K-12 funding and instructional policies for English learners (ELs) have changed significantly over the past 2 decades. The major policy shifts held the potential to change student learning outcome patterns for ELs. As a first step in identifying the potential impacts of these policy shifts, this report describes changes over time in the development of academic skills and English proficiency among English learners in California.
Students who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students are still learning English, results showed many students who are labeled LTELs exhibited advanced English skills, especially on measures of expressive and receptive oral language (i.e., speaking and listening subtests).
English learners (ELs) are one of the fastest-growing student groups in the U.S. K-12 system, making up about one in 10 students enrolled in public schools nationwide. Despite research showing that EL students need more resources and supports to be successful in school, funding at the federal, state, and local levels to provide those additional resources is largely inadequate and not well targeted to students' needs. This brief addresses the following questions: (1) Why is funding for EL students important?
A goal under the Elementary and Secondary Education Act (ESEA) is for all English learners (ELs) to become proficient in English and exit, or reclassify, out of EL status. Research has found that students may need at least five years to develop English skills needed to learn independently in academic settings. While “long-term EL” is not defined in the ESEA, students who do not exit from EL status within five to six years are often labeled as “long-term ELs.” This infographic explores the trends in the long term EL student population.
Using statewide data from Oregon (2013/14–2018/19) and Michigan (2011/12–2014/15), this brief explores the prevalence of EL students’ exclusionary tracking in high school, compared to former and never ELs. The brief also examines the factors that were associated with EL students’ course enrollment and whether English language development (ELD) classes crowded out EL students’ schedules. Because the data are not current, they do not necessarily represent patterns in more recent years.
In January 2024, researchers from the Region 15 Comprehensive Center (R15CC) at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common methods, settings, and program implementation practices. The findings, summarized in this brief, can inform efforts related to state and local DLI programs.
What research-based practices can district and school leaders use to support the academic success and linguistic development of multilingual students classified as English Learners (ML-ELs)? This brief offers six evidence-based practices to pursue, and five practices to avoid.