DLL Data Gaps is a five-part blog series that explores how state leaders can build data systems that more fully account for young DLLs and their distinct needs. This project bridges New America’s earlier work on data dilemmas for K-12 English learners with issues in the early care and education (ECE) sector.
The series will be compiled and released as a separate policy brief later this year.
- Dual Language Learner Data Gaps: The Need for Better Policies in the Early Years,
March 19, 2018
- Tracking the Enrollment of Dual Language Learners in Early Ed,
April 2, 2018
- Rating Program Quality for Dual Language Learners in Early Ed,
April 16, 2018
- Assessing the Kindergarten Readiness of Dual Language Learners,
April 30, 2018
- Dual Language Learner Data Gaps: Takeaways for State Policy Leaders,
May 14, 2018
A Note on Terminology
This series uses the term “dual language learners” (DLLs) to refer to young children ages 0-5 in their homes, communities, or ECE programs. DLLs have a native language other than English and are in the process of developing English language proficiency. In the K-12 years, federal law refers to these students as “English learners” (ELs).