A report released earlier this week by the National Academies of Science, Engineering, and Medicine pointed out the large gaps that remain in supporting the academic, social, and emotional needs of EL and dual language students in the U.S. education system.
The report suggests that for millions of students, English proficiency is still a barrier to academic success, due to under-prepared educators as well as a lack of funding and critical supports for EL and dual language student programs. In addition, the study found that, when compared with their English-speaking peers, EL students with learning disabilities were less likely to be referred to early intervention or special education programs. The report proposes several recommendations for how federal, state, and district leadership can begin to align practice and policy in a way that better supports EL and dual-language students in the classroom.
For a closer look at the findings and recommendations, make sure to check out the report.