English Learners

In 2020, 5.1 million U.S. public school students were classified as English learners (ELs). These students come to school with the benefit of speaking a language other than English. All the while, they face the challenge of acquiring content knowledge in English at the same time as they acquire English as an additional language. They are held to the same graduation requirements and accountability standards as their English-proficient peers. English learners can be supported by conducting rigorous research and evaluation to improve instruction and learning, evaluating policy to inform decision-making, and enhancing EL practice at the district, school, and classroom level.

Our Work

Learn about how AIR teamed up with Bebop Books, an imprint of Lee & Low, to create an exclusive early childhood curriculum, based on COLLTS research, which includes high-quality materials and professional development.

The core of AIR's work supporting ELs is done through the Center for English Learners. EL students can be supported by conducting rigorous research and evaluation to improve instruction and learning, evaluating policy to inform decisionmaking, and enhancing EL practice at the district, school, and classroom level.

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Key Projects

What Works for Supporting English Learner Students? A Meta-Analysis

This study addresses the need for a comprehensive, systematic review and meta-analysis of EL interventions to consolidate data across the field and better understand what works and under what conditions. Our initial suggests that interventions are effective at increasing English Language Arts and English Language Proficiency, though some outperform others. We are continuing to investigate and further results will be released later in 2023.

Study of Practices for English Learners

The Study of Practices for English Learners examines key policies, practices, and activities related to ELs nationwide. Funded by the Institute of Education Sciences, the study includes an implementation study of Title III policies and practices, a study of EL experiences during the COVID-19 pandemic, an evaluation of the National Professional Development Program, a feasibility study that will identify potentially promising approaches to addressing EL needs, and analyses of how states are holding schools accountable for the academic performance of ELs under ESSA.

Young female student writing at school desk

Math and English Language Development for English Language Learners: (Project MELD)

Mastering math and the academic language of math is essential for all students, but especially for ELs, who are acquiring content knowledge and English proficiency concurrently. The goal of this five-year study was to enable sixth-grade Spanish-speaking ELs to acquire the skills and knowledge they need to meet the new Common Core State Standards for Mathematics and Literacy in the Technical Subjects. During the first phase of the study an iterative development process was used to refine the intervention, leading to a pilot study in the final study year. A practitioner manual is available that includes a description of the MELD materials and methods