This article describes the development and validation of a new observation instrument, the Scaffolding Observation Protocol for

Nationally, in school year (SY) 2021–22 over 350,000 students enrolled in rural locales were English learners (ELs). These students bring unique cultural, educational, and linguistic experiences that enrich their communities.

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.

This fact sheet provides information about language instruction educational programs (LIEPs) supported by Title III funds for English learners (ELs) that can be categorized as Dual Language Programs (DLP).

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).

Each year, states report the five most common languages spoken by English learners (ELs), along with the number of ELs who speak each language. This fact sheet summarizes the most commonly spoken languages in School Year (SY) 2022–23.

The NCEL Teacher Education Digest synthesizes what works in teacher preparation for EL/EB literacy: from coursework that builds bilingual/second-language pedagogies to clinical experiences that turn knowledge into classroom practice.

For the more than five million K–12 students in the U.S.

The increasing number of Emergent Bilingual students (EBs) in US schools has created the need for teacher preparation programs that foster a deeper understanding of findings from cognitive science that inform best instructional practices.