English learners benefit when they have opportunities for language practice throughout the day. What does it take for schools to make this happen?
When your goal is to make expanded opportunities for English learners to practice language skills throughout the school day a reality, how do you go about it?
A study found disparities in advanced course enrollment among students from different language groups. What can schools do to increase advanced course enrollment and success for English learners?
English learner students who were enrolled in Washington state public high schools between 2009-2010 and 2012-2013 took fewer advanced courses per school year than never-English learner students.
In honor of Hispanic Heritage Month we celebrate the careers and service of four leaders from our region who are making a difference in the lives of Latino students and families.
What strategies promote teacher collaboration across a school and provide English learners more opportunities for academic success?
This guide provides basic information for families of English learners and helps you talk with your child’s school, ask the right questions, and support your child on their journey as an English learner.
For students whose home language is not English, properly recording their information can be more difficult for school personnel who are not familiar with naming conventions from other cultural backgrounds.
Our researchers write about how they used a methodology developed by medical researchers to create a useful tool for determining how long it will take students to pass a language proficiency test and exit English learner services.
Oregon's teacher of the year writes about how he came to place students' cultures front and center in his classroom and in the community and encourages more teachers to promote equity.
English learner students face significant challenges in meeting the new Common Core State Standards.
Do English learner students miss more class time due to discipline than their non-English learner peers? Art Burke examines this and other questions in his newly published REL Northwest study.
When schools get an influx of English learners, what can principals do to help ensure their academic success?
In our region—Alaska, Idaho, Oregon, Montana, and Washington—young people between the ages of 13 and 17 are more than twice as likely to be foreign-born immigrants than children from birth to the age of 12.
Looking at the assets (rather than the deficits) of English learners is a way of reframing the conversation.
