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A report that analyzes the current state of bilingual education in California’s Silicon Valley, documenting limited access to bilingual programs and key conditions for success; it offers findings and actionable recommendations for LEAs, community organizations, and policymakers to expand opportunities for English Learner students.

This resource collection, curated for AERA and NCME Annual Meeting attendees, offers research papers, blog articles, and websites, reflecting WestEd’s commitment to rigorous research and practical, ready-to-use resources designed to inform and engage professionals in a variety of fields.

A new study finds that California’s English proficiency exit standard is rigorous yet fair and questions whether the state’s additional reclassification criteria are necessary.

Explore WestEd’s research, tools, and strategies for supporting bilingual and multilingual education in collaboration with presentations at the 2026 California Association for Bilingual Education Annual Conference in San Francisco.

This brief explores the policy levers California state leaders can use to build a stronger, more sustainable bilingual teacher workforce.

This brief explores WestEd’s analysis of bilingual teacher workforce trends and what it means for California’s 2030 biliteracy goals.

This brief analyzes how English learners in Massachusetts were screened for reading difficulties during the 2023–24 school year, focusing on the use of English- and Spanish-language early literacy screeners.

This brief examines early literacy screening data in Massachusetts from 2021 to 2024, underscoring the need for earlier, targeted support for at risk students.

Learn more about the key findings from the 2023–24 early literacy screening data in Massachusetts, collected statewide for kindergarten through grade 3 students.

This report analyzes early literacy screening data from Massachusetts for the 2023–24 school year, highlighting persistent K–3 literacy gaps the need for stronger early interventions.