The population of English learners (ELs) in K-12 schools continues to grow. Between the 2009-10 and 2014-15 school years, the percentage of English learners increased in over half of the states, and in 2017, English learners made up 10.1% of the total student population. Research suggests that in their transition to English, non-native speakers fall behind academically, which can intensify the longer a student remains in an English learner program. State education leaders are mindful of this and have implemented policies to identify, serve and reclassify English learners as they become proficient. This resource provides a national comparison of EL policies in all states. Federal law requires that schools and districts effectively communicate with all parents and guardians that speak a language other than English. Title I of the Every Student Succeeds Act also requires local education agencies to conduct effective outreach to parents of English learners, including regular parent meetings. There is no federal requirement that states or districts establish community or parent advisory councils or committees, or that they include parents as members of advisory councils or committees. However, at least 13 states have established advisory councils or committees and included parents as members. The following information was gathered from state statutes and regulations only. [View the full "50-State Comparison: English Learner Policies" here: https://www.ecs.org/50-state-comparison-english-learner-policies.]