The Washington State Board of Education (SBE) issues an annual report to the Governor, the Legislature, and the public, in accordance with the Charter School Act, RCW 28A.710.250. The statute requires the annual charter school report to include the following: (1) The performance of the state's charter schools during the prior school year,…

According to a new analysis by The Education Trust-Midwest, Michigan is underfunding students from low-income backgrounds and English Learners by an estimated $5.1 billion annually compared to what leading states practice and what research indicates is needed for those students to succeed. The analysis also found that Michigan is near the bottom…

English learners (ELs) are a fast-growing and diverse student population in the U.S. K-12 public school system. Representing more than 400 languages spoken, EL students bring rich linguistic and cultural traditions to their communities. To better understand education finance equity for EL students in the Southeast, this analysis focuses on nine…

In recent years, record numbers of undocumented and asylum-seeking families and children from Mexico and Northern Triangle countries--El Salvador, Guatemala, and Honduras--crossed the U.S. southwest border in search of safety and opportunity. Some cross undetected, without registering with immigration authorities and becoming…

The Minnesota Department of Education (MDE) ensures educational equity for multilingual learners through supporting school districts and charter schools to develop, implement and evaluate research-based language instruction education programs so that multilingual learners, including students with English learner status, attain academic language…

California delivers Integrated English Literacy and Civics Education using performance-based instruction and assessment. This ensures English language learners are prepared to participate in society as workers, parents, and active community members. This article describes the 20-year-old program's history, structure, requirements, and successes.

In this report, we focus on the world of charter schools run for profit, a world both hidden and misunderstood. We pull back the veil on tactics and practices designed to reap as many public dollars as possible from charter schools while hiding behind laws designed to keep profit-making hidden from the public's eyes. This report exposes how both…

Every year, there are between 150,000 and 200,000 immigrant students in California who have been in U.S. schools for less than 3 years. These newcomers generally require specialized academic instruction and social services to succeed in school. Despite great efforts, many districts are struggling to create these conditions for success. Many…

The abilities to communicate in multiple languages and navigate distinct cultural settings are significant assets that need to be understood and supported in schools. Minnesota values schools that strive to recognize and build on the linguistic and cultural resources of students and families. Recognizing and building on the strengths and resources…

During the COVID-19 pandemic, immigrant and linguistically diverse families have both borne the brunt of America's job losses and are overrepresented in professions that are considered essential to the country's response and recovery. Children in these households have experienced increased economic and food insecurity, instability in their child…

Arizona has played a large part in the development and implementation of policy that directly inhibits equity of opportunity for the English learner (EL) population, the largest and most damaging of which came out of legislation passed due to the "Flores v. Arizona" case which concluded in 2015. This research article seeks to critically…

This letter highlights existing Federal K-12 resources that can support resettled Afghan students enrolling in public schools. The U.S. Department of Education recognizes that there is an immediate and urgent need to provide high-quality, culturally responsive education to Afghan newcomers -- inclusive of primary, secondary, and English language…

Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape…

Schools are required by the U.S. Constitution, federal and state legislation, and court rulings to ensure equity and excellent education for emergent bilingual students. This literature reviews those policies, related funding and the history of poor quality of instruction provided to these learners. It also describes the research on bilingual…

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in bilingual multicultural education programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, these are: (1) students become bilingual and…