Rather than relying solely on lagging academic indicators, this study’s methodology incorporates leading indicators that signal distress before formal accountability identification occurs.

A growing body of research has shown that multilingualism can be a resource in learning, and has suggested that a diverse array of pedagogical approaches can be used to support multilingual learners in primary education.

State education agencies are sitting on rich repositories of quantitative and qualitative assessment data.

Vocabulary instruction is pivotal to literacy development. While extensive research has been conducted, few studies have examined how research translates into practice and how theory informs it.

This resource was created in collaboration with members of the State Leadership for Multilingual Learner (ML) Equity partnership, and offers guidance for state education agency (SEA) leaders who are interested in designing and implementing a statewide framework for multilingual learner (ML)

In this report, we examine how variation in English Learners (EL) reclassification policy complexity relates to the likelihood of reclassification eligibility, the timing of eligibility across grade levels, and policy adherence.

In this report, we explore how English Learner (EL) reclassification policies vary across states and the relationship between states’ policy structures and the characteristics of their EL populations.

The Civil Rights Data Collection (CRDC) is a mandatory survey of all public schools and school districts in the 50 states, Washington, D.C., and the Commonwealth of Puerto Rico.

There is a need to understand how the Science of Reading (SoR) policies across the U.S. are impacting instruction for emergent bilingual and English learner students (EB/ELs).

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3–5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based sm