This is Part 2 of the comprehensive webinar series on the Department of Education’s Office of English Language Acquisition (OELA) Newcomer Toolkit.
“Raise the Bar: Lead the World” is the U.S.
This report describes the state of teacher turnover in the United States and examines individual- and school-level factors associated with turnover.
New California reporting requirements drawing attention to outcomes for Long-Term English Learners (LTELs) opens a window of opportunity for changes to better support these students.
This fact sheet provides information about high school graduation rates for English learners (ELs) and all students in all state educational agencies (SEAs) except Puerto Rico. When interpreting these data, it is important to note that ELs are included in the “all students” category.
Rural schools often operate with limited access to academic, social, and mental health resources—constraints that can make it difficult to fully support student success. In California’s West Kern County, a cross-district collaborative took a unique approach.
Most reporting on the educational attainment of English Learners (ELs) focuses on standardized test performance. However, other indicators—including students’ course grades and behaviors—are more predictive of high school graduation and college outcomes among non-English Learners.
This fact sheet focuses on the five-year projections for teachers of English learners (ELs) reported by state educational agencies (SEAs).