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While learning loss is a concern, ESL teachers are finding ways to stay connected, even if that means doing more in students' native languages.

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Teaching English in Japan

High school graduation is a landmark event for students. It also plays an important role in the state accountability systems designed to ensure that schools provide all students a high-quality education. Yet relying on a school's four-year graduation rate for federal accountability purposes can have unintended consequences for English Learners, who may need extra time to graduate.

These fact sheets provide a sketch of key characteristics of the foreign-born and English Learner (EL) populations in select states. The fact sheets look at the demographics of these states, discuss EL student outcomes as measured by standardized tests, and conclude with an overview of state accountability mechanisms that affect ELs under relevant provisions of the Every Student Succeeds Act and predecessor No Child Left Behind Act.

States are in the midst of designing new policies to hold schools accountable for the education of English Learner (EL) students, as mandated by the federal Every Student Succeeds Act (ESSA). This series of fact sheets sketches the characteristics of immigrant and EL students in 25 states, the gaps between their educational outcomes and those of their peers, and the accountability policies each state is developing.

Marking the release of an MPI brief, experts on this webinar examine the key features of English Learner (EL) instructional models and discuss state- and district-level approaches to supporting schools in implementing effective EL program models, with a particular focus on what is being done in New York and Madison Wisconsin. 

To successfully integrate, immigrants and refugees need a variety of skills and knowledge—from English proficiency to understanding how school systems and local services work. Yet the adult education programs in place to support them have narrowed in scope. This policy brief proposes a new instructional model, English Plus Integration, to help states more comprehensively meet the diverse needs of their adult immigrant learners.

WASHINGTON – Four years since the Every Student Succeeds Act (ESSA) was signed into law, all 50 states, the District of Columbia and Puerto Rico have developed accountability plans that include blueprints for serving English Learners (ELs), as well as measuring these students’ progress and being accountable for their outcomes. This marked a significant development, as EL performance was previously not well integrated with factors that determined whether a school was performing well or poorly.

WASHINGTON – The federal Every Student Succeeds Act of 2015 (ESSA) requires states to publicly report annual performance and graduation rates for students in a range of areas, breaking out results for subgroups with unique characteristics, including English Learners (ELs). The objective is to help schools identify and close achievement gaps experienced by historically underserved groups of students.

Experts share how states have approached Every Student Succeeds Act (ESSA) implementation, and areas where the law and state efforts to support English Learners can be improved.

All 50 states, the District of Columbia, and Puerto Rico have developed blueprints to meet their commitments under the Every Student Succeeds Act—including requirements that aim to raise the profile of English Learners (EL) in state accountability systems. This report breaks these plans down, comparing the significant diversity of approaches taken on everything from EL identification to tracking academic achievement.

States publish a wealth of data about their English Learner students’ academic achievement and other outcomes such as graduation rates. But the answer to the question “Who is an EL?” is not always the same. This brief explains how the EL subgroup varies across states and types of data, and why it is important to understand these differences when making decisions about how ELs and schools are faring.

Experts share how states have approached Every Student Succeeds Act (ESSA) implementation, areas where the law and state efforts to support English Learners can be improved, and findings from the compendium, The Patchy Landscape of State English Learner Policies under ESSA. 

This podcast features a discussion between MPI's Margie McHugh and Julie Sugarman about how to understand the varying composition of states' English Learner (EL) subgroup under ESSA, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. They also talk about different groups of ELs: newcomers, students with interrupted formal education, and long-term ELs, and data collection around these different cohorts.

In five northern U.S. states, black students comprise more than a fifth of ELL enrollment.

The rocky shift to remote learning has exacerbated inequities for the nation's 5 million English-learners. An army of multilingual liaisons work round the clock to plug widening gaps.

Experts recommend emphasizing language skills, avoiding assumptions about ability based on broad student labels, and focusing on students’ strengths rather than their weaknesses.

Experts recommend emphasizing language skills, avoiding assumptions about ability based on broad student labels, and focusing on students’ strengths rather than their weaknesses.

English language -- Textbooks for foreign speakers.

London : E. Stanford, 1873.

London : Macmillan, 1893.

London : printed for Longman, Rees, Orme, Brown, and Green, 1824-1836.

London : printed for P. M'Queen, J. Laikington [sic], J. Mathews; Wilson and Spence, York; J. Binns, Leeds; Jo. Clarke and Co. Manchester [and 1 in Gainsborough, 1 in Leith], M.DCC.LXXXVIII [1788]

In five northern U.S. states, black students comprise more than a fifth of ELL enrollment.

A handful of districts and other groups are reshaping the after-school space to provide a wide range of social and linguistic supports for newcomer students.

The rocky shift to remote learning has exacerbated inequities for the nation's 5 million English-learners. An army of multilingual liaisons work round the clock to plug widening gaps.

[Edinburgh?] : [J.C. Napper?], [between 1830 and 1839?]

[19--?]

A handful of districts and other groups are reshaping the after-school space to provide a wide range of social and linguistic supports for newcomer students.

London : British Library, [1983]

Names, Personal -- England.

Urlwin (Family).

Through six camps over the summer, OM Hungary reached over 300 children and youth with the message of the Gospel while teaching English.

OMers work with a Hungarian church to invest in relationships through every season.

A long-term OM worker in North Africa has the opportunity to study the Bible with local friends.

Worker shares how OM’s storytelling course revitalised her English classes and friendships.

IF ever we needed to indulge in a bout of collective escapism, if only for 60 minutes on a Sunday night, then that time is now. Thankfully ITV has just the thing – Belgravia, the latest big budget costume drama from Downton Abbey creator Julian Fellowes and a series that positively ripples with dimples, quiffs, honey-coloured chiffon frocks, eye-popping millinery and glamorous uniforms.

OM MTI shares the love of Jesus and empowers children and families in Cambodia through English classes that prepare students for future employment.

The Migration Policy Institute published the first in a series of reports that aim to educate parents, policymakers, and the public about how to find and use data to examine whether schools are adequately serving their English-language-learner students.

The answer is unclear but "the threat is real," English-language-learner advocacy groups say. The advocates say the Education Department has evaded their questions about the future of the office of English-language acquisition.

George Forfar: An appreciation

In a wide-ranging report on the state of education for ELLs, one theme is consistent: The nation's public schools must devote more resources and research to educating students who aren't native English speakers.

A group of prominent researchers on English-learners is forcefully challenging the findings of a recent working paper that posits that 3rd grade retention was a benefit to struggling English-learners in Florida.

New research suggests that English-language-learner classification has a "direct and negative effect on teachers' perceptions of students' academic skills."