Deepening and accelerating learning, removing systemic barriers, and promoting success for English Learners in community, college,
and career.


April Announcement 1

Now is the time to reaffirm, celebrate, and advocate for educational and social equity for our English Learners.
They bring to school vast talents and immense potential. Their talents and potential need to keep developing to contribute to a multilingual and intercultural future for American society.
English Learners have lived through complex life experiences, understand multiple perspectives, and are good problem solvers—all resources to value and build on.


Persistent differences in academic achievement outcomes point to the need to address systemic barriers and accelerate learning for English Learners. Two lines of inquiry guide four principal studies.

What policies, practices, and courses are associated with English Learners’ access to the general curriculum?

How can curriculum resources strengthen the learning opportunities and experiences of both teachers and English Learners as they engage in disciplinary practices?


Whether you are a classroom teacher, educator, policy maker, district superintendent, state education leader, or researcher, we strive to provide you with the resources that can assist you in improving educational outcomes for secondary English Learners.

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C200008 to WestEd. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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