This WestEd guide pairs five evidence-based school safety strategies with practical recommendations and California district examples, offering leaders a whole-person approach that builds safety through connection, support, and belonging. 

This handout is intended to provide educators with overarching guidance on how to implement five actionable approaches for centering newcomers that foster language development, learning and community building in order to create successful outcomes for new multilingual learners

This report provides a policy overview of English learner (EL) reclassification approaches used by U.S. state education agencies (SEAs).

In NCTQ's latest review of over 700 elementary teacher preparation programs, just over half are now aligned to scientifically based reading instruction.

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)

Dual language immersion (DLI) programs provide content and language instruction in both English and a partner language, including Spanish, Mandarin Chinese, Arabic, French, and many other languages.

States and districts share an obligation to provide Multilingual Learners (MLLs) with access to high quality language programs that are proven to be effective in minimizing opportunity gaps between MLLs and non-MLLs.

This report examines English learners’ testing, proficiency, and growth during the six most recent school years (20182023) to shed light on the continued impact of the COVID-19 pandemic on English learners’ educational outcomes.

In many ways, Arizona is on the forefront of school choice: in addition to a state-wide open enrollment law, it was one of the first states to adopt charter school legislation in 1994 and currently has the second-highest percentage of public school students attending charter schools in the

In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct bein