Dual-language immersion (DLI) programs have proliferated across the United States, yet evidence on their effects for English Learner-designated (EL) students in large, diverse urban districts remains limited. This study examines DLI's effects on attendance and reclassification--two outcomes that worsened for ELs following the COVID-19 pandemic. Using restricted student-level data from the Los Angeles Unified School District (2015-2022), we employ doubly-robust estimation to compare DLI and non-DLI students within the same schools.

This report examines how multilingual learners (MLs) at five CUNY community colleges navigate pathways from English as a Second Language (ESL) into corequisite and other credit-bearing English courses--a critical yet understudied transition in higher education. Drawing on interviews and institutional documents, the study describes how placement processes, departmental structures, ESL course sequences, and instructional models shape MLs' access to and experiences in corequisite or standalone college-level English.

This research brief highlights findings from a national survey in which 216 school districts reported on the prevalence of collaborative practices among teachers of English learner (EL)-classified multilingual learners in secondary schools during the 2020-2021 school year. Results found different patterns of implementation for four collaborative practices--co-planning, co-teaching, co-assessing, and co-reflecting--by district size, proportion of EL-classified multilingual learners enrolled, and urban versus rural settings.

This brief summarizes the main takeaways of the full research report "Finding the Sweet Spot for English Learner Reclassification: A Study of California's Criteria." The study focused on California's policy for exiting students from English Learner (EL) status found that the state's main standard for exiting is appropriate and has remained consistent over time. Use of additional test scores, however, may be unnecessary or even unfair. 

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 in the classroom. 

This study documents how 10 math teachers in five California middle schools promoted positive conditions for math learning. It provides examples of how teachers fostered positive relationships in the classroom, developed students’ sense of classroom and mathematics belonging, encouraged growth mindsets, and delivered high-quality instruction. In addition, this report discusses the extent to which data on students’ perceptions about their classroom learning environment and school and district practices enabled these teachers to foster a positive math classroom learning environment.

How are schools using literacy screening data to identify students for reading support under Alaska’s early literacy policy? The Alaska Reads Act requires districts to screen students in grades K–3 and assign Individual Reading Improvement Plans (IRIPs) to students who score well below benchmark.