While English learners (ELs) come to school with the benefit of speaking a language other than English, they face the challenge of acquiring content knowledge in English at the same time as they acquire English as an additional language.

Federal School Improvement Grants (SIGs) support turnaround efforts in the nation’s lowest-performing schools, including many that serve a large number of English Language Learner Students (ELLs).

This paper describes a research project which drew on longitudinal student data in two states to examine the validity of existing English Language Learner (ELL) reclassification systems—the process by which ELL students are reclassified as fully English proficient and ready to function without special services.

The need to serve English language learners (ELLs) has never been more pressing. The Supporting English Language Learners guide, developed by the Center for English Language Learners at AIR, is designed for state and district leaders who play a key role in ensuring that all students—including ELLs—graduate from high school well prepared for college and careers.

Title III of the Elementary and Secondary Education Act (ESEA) provides funds to states and districts to support ELL students’ successful attainment of English language proficiency and state academic standards. The U.S. Department of Education commissioned AIR to evaluate the Title III program to determine how well states are implementing its provisions, how state policy translates into district practices, and how well ELLs are mastering grade-level content and improving their English language proficiency.

The U.S. Department of Education has released a report examining approaches to setting criteria for measuring the progress of English learners in classrooms as part of a four-year project led by AIR. The report, National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress, provides examples of various ways states can use enhanced data systems to address key questions.

This annotated bibliography represents a first step toward compiling a comprehensive overview of current research on issues related to English language learners. It is intended to be a resource for researchers, policymakers, administrators and educators.

This glossary is a resource for professionals involved in English language learner (ELL) education and represents a first step toward developing a comprehensive catalog of terms and definitions to aid educators in their work with the increasing population of ELLs across the country.

This brief draws on dialogue and investigation among the district practitioners, researchers, and policymakers participating in the California Collaborative on District Reform. It discusses ways in which districts can approach mathematics education given the current fiscal and political context in California.

This article, authored by distinguished AIR researcher Jennifer O’Day, compares the effects of selected instructional practices on both English Language Learners (ELLs) and non-ELLs.

This National High School Center research brief outlines existing barriers regarding teacher expectations, tracking, and placement of English language learners and offers key policies and useful strategies in building capacity and developing learning environments conducive for all students in obtaining academic success.

This report outlines a number of critical issues that should be addressed in order to allow states to explore and understand relationships between the performance of English language learning students on NAEP and on state assessments in this policy context.

To track the effects of Proposition 227, the California Department of Education commissioned a five-year evaluation of the proposition’s implementation and impact. This summary of the study undertaken by the American Institutes for Research and WestEd highlights the full report’s findings and recommendations.