Family engagement can have a positive impact on student literacy when schools make instruction more transparent, help families understand how reading is taught, and share practical ways to support learning at home. The Evidence-Based K–12 Family Engagement Practices in Literacy Worksheet gives school and district teams a structured way to examine their current approach and identify where to strengthen support for families.

The science of reading (SOR) refers to the sum of what we know about how people learn to read based on empirical studies across multiple disciplines. The purpose of this review was to identify research evidence to inform the SOR for multilingual learners (MLs). We reviewed 30 systematic reviews related to reading and reading instruction for MLs conducted primarily in K-5 U.S. classrooms. Results identified four broad clusters of components related to English reading comprehension as well as instructional practices and programs effective in addressing each component.

The California Community Schools Partnership Program (CCSPP) funds local education agencies to develop and support networks of schools that integrate community school practices, guided by statewide technical assistance. This case study examines how the Los Angeles Unified School District (LAUSD) Community Schools Initiative (CSI) created a robust support structure that centers inclusive, deeper learning while establishing school-level systems to sustain it.

This Phase 2 study examines how K-12 educators across the U.S. are implementing the WIDA English Language Development Standards Framework, 2020 Edition. Drawing on focus groups and interviews with teachers, specialists, and leaders from 21 states, Part 1 of the study highlights practical strategies for standards implementation, emphasizing teacher agency, collaboration, and the everyday opportunities and barriers that educators encounter.

This report describes the state of teacher turnover in the United States and examines individual- and school-level factors associated with turnover. It uses the most recent national-level data of public school teachers from the National Center for Education Statistics’ National Teacher and Principal Survey (2020–21) and Teacher Follow-Up Survey (2021–22) to provide estimates of turnover across all teachers and by key teacher subgroups.

For the nation’s 5.3 million English Learner (EL) students, standardized assessments in subjects such as reading/language arts, mathematics, and science present a persistent challenge. Testing students in a language they are actively learning makes it difficult to determine whether gaps uncovered by assessments reflect deficits in content knowledge or English proficiency.

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

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. In spring 2023, the Stanford-Sequoia K-12 Research Collaborative (Sequoia Collaborative) agreed to key changes in the reclassification process for multilingual learners (MLLs), offering more ways for eighth and ninth grade English Learners to demonstrate basic skills for the purpose of reclassification, improving the process for reclassification, and removing administrative hurdles to reclassification.