A Federal Policy Agenda for English Learner Education

Autor/inn/en	Villegas, Leslie; Garcia, Amaya
Institution	New America
Titel	A Federal Policy Agenda for English Learner Education
Quelle	(2021), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Policy; Educational Policy; English Language Learners; State Policy; Bilingual Education; Bilingual Students; Access to Education; Equal Education; Elementary Secondary Education; Second Language Learning; Educational Legislation; Federal Legislation; Accountability; Academic Standards; Data Collection; Student Evaluation; Language Teachers; Educational Finance + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Zweitsprachenerwerb; Bildungsrecht; Schulgesetz; Bundesrecht; Verantwortung; Data capture; Datensammlung; Schulnote; Studentische Bewertung; Language teacher; Sprachunterricht; Bildungsfonds
Abstract	English learners (ELs) represent a growing share of the student population in the United States, yet are often sidelined in federal education policy discussions. At present, an uneven approach has yielded sharp differences in ELs' educational experiences, with some states prioritizing bilingual education models and others emphasizing English-dominant models. A new presidential administration brings the opportunity to reassess the condition of federal EL education policy and identify areas of prioritization and improvement. This paper takes stock of key areas in need of improvement in federal policy impacting ELs and dual language learners (DLLs), and offers recommendations aimed at improving their access to an equitable education throughout the early education and PreK-12 continuum. (As Provided).
Anmerkungen	New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01