What California Teachers Say About Their Instructional Materials For English Learner Students: New Data and Insights
English learner (EL) students have been severely impacted by unequal access to quality content and resources due to the COVID-19 pandemic. To accelerate learning for these students, it is vital that leaders understand teachers’ perceptions of the suitability of their instructional materials for EL students.
This knowledge brief, produced by the California Analysis for Learning & Engagement (CALE) project, summarizes California findings from a nationwide survey on teachers’ perceptions of their instructional materials for EL students. It also suggests ways that education leaders can take advantage of timely opportunities to improve materials and strengthen professional learning for teachers of EL students.
This brief is part of a continuing series designed to inform California education leaders about new research findings on key state policy topics.
Other Briefs in the Series
- Strong Professional Learning Systems for Math Instruction in California: What Do We Know Today?
- Voices From the Field: County Office of Education Leaders Discuss COVID-19’s Impact on California Education
- Improving California’s Teacher Data System to Better Inform Decisions
- Expanding California Districts’ Curriculum-Focused Professional Learning
- What California Teachers Are Saying About Their Instructional Materials for English Learner Students
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