Long-Term English Learner Students: New Research Brief

Cover Long-Term English Learner Students: Spotlight on an Overlooked Population

The academic performance of long-term English learner (LTEL) students lags behind their peers, and the number of LTEL students across the country is growing.

LTEL students have been enrolled in a U.S. school for six years or more and have not been reclassified as fluent English proficient. A new research brief, produced by REL West, highlights the characteristics of these students, points to factors that impede their academic literacy development, and identifies promising practices that may improve their academic outcomes.

Visit the Long-Term English Learner Students: Spotlight on an Overlooked Population resource page to learn more and download your copy.

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