Minnesota’s Linguistic Diversity and Dual Language Learner Policies
A new report examines how Asian-American and Pacific Islander (AAPI) students are doing in Minnesota’s schools.
English Learners
After AMAOs: Defining What Progress for English Learners Means Under ESSA
When it comes to ELL accountability under ESSA, policymakers are in a holding pattern until the Department of Ed regulates the law’s nebulou
Starting Early, Starting Right with Dual Language Learners
Dual language learners do particularly well in public pre-K programs. How can we improve the early education workforce.
California’s Existing Gaps in EL Education
Jerry Brown discussed the Local Control Funding Formula in his State of the State address last month.
Growing Up with Undocumented Parents: The Challenges Children Face
A recent report examines the host of risk factors that children of undocumented immigrants face.
The Federal and State Dynamics Shaping Dual Language Learner Debates
How will No Child Left Behind’s replacement, the Every Student Succeeds Act (ESSA), influence state policies related to dual language learne
Equity in STEM: Public-Private Partnerships Drive Opportunity for All Students
A new initiative in Baltimore City shows how local partnerships can help make equitable access to STEM a reality.
NCLB’s Impact on Bilingual Education in New York City
A paradox in language immersion learning is happening in NY, a rise in native English speakers, while non-English learners are declining.
Expanded Learning Time for DLLs: Benefits, Costs and Caveats
A new report highlights how extending the school day can push achievement for all students, including DLLs. But is extra time really the ans
New Column: Word Gaps and Education Reform
Conor Williams discusses how education reformers should think about the early word gap and early literacy.