In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label "English learner," the term currently used in U.S. federal legislation, as focusing exclusively on…

Although nearly one in 10 U.S. students is an English Learner (or EL), the definition of the term EL varies considerably from state to state, as does the means of assessing English language proficiency and the period of time for which the label is applied to individual students. As EL populations are growing throughout the U.S., both in school…

Early literacy proficiency is a crucial predictor of later reading success, but research in this area often overlooks the unique challenges faced by English Learners (EL). This study addressed a significant gap in the literature by investigating the relationships between Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores, English…

English Learner-classified (ELC) students are one of the nation's most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers' EL-specific teaching knowledge and skills. Through a…

The English learner (EL) population has grown by 35% in the last 20 years. However, in addition to new students being identified as ELs, the EL subgroup is being inflated by students who are not being reclassified within a reasonable and developmentally appropriate timeframe. These students, often labeled long term ELs (LTELs), are a product of…

Sometimes a treatment, such as receiving a high school diploma, is assigned to students if their scores on two inputs (e.g., math and English test scores) are above established cutoffs. This forms a multidimensional regression discontinuity design (RDD) to analyze the effect of the educational treatment where there are two running variables…

This article used a rich longitudinal data set from four school districts in California to study absenteeism patterns among students classified as an English learner (EL). We looked at absence patterns overall and disaggregated by EL classification, grade level, and pre/post COVID-19. When their demographic and school-level factors are considered,…

The EdResearch for Action "Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. This research brief breaks down what is known about multilingual students classified as English Learners (ML-ELs), how…

Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared with non-Indigenous students. To be EL-eligible, non-Indigenous students are required to have a non-English primary language. Indigenous students, by contrast, can be English-dominant or English monolingual. A critical question,…

There is a growing body of evidence about the disproportionate impact the pandemic had on English learners (ELs). We sought to capture the complexity of learning conditions for this student population during the COVID-19 pandemic by interviewing 20 EL education leaders. These experts' experiences revealed that while remote learning posed…

Reclassification is a crucial educational student outcome when a school system determines that a student is English proficient and ready for mainstream instruction without language support services (Umansky et al., 2020). This study examined the relationship between crucial and complex language ideologies of dual language teachers and the…

In 2006-2007, California revised its English language proficiency (ELP) assessment, the California English Language Development Test (CELDT), which resulted in more stringent criteria and higher cut scores for meeting proficiency. Using regression discontinuity designs and a difference-in-differences approach, this study examines the effects of…

This study sought to find if the implementation of the strategy of goal setting and reflective portfolios would improve reading comprehension among long-term English learners (LTELs), which in turn would impact their FastBridge aReading scores. LTELs have difficulty reclassifying, resulting in negative outcomes regarding graduation rates and…

All students confronted obstacles during the 2020 school year, but for students learning English, the year presented a distinct set of difficulties. Even as English Learner (EL) students shared in the common struggles around internet-based instruction, the tools to measure their progress in becoming proficient in English became largely unavailable…

Reclassification is a critical threshold when English Learners (ELs) exit specialized language services and access all-English mainstream classrooms. Despite the mandates of the Every Student Succeeds Act, reclassification rates and time remain a pressing problem. A product of this malfunctioning system has been long-term ELs (LTELs). This article…