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


PUBLICATION DATE

November 2016

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. This research brief highlights some LTEL student characteristics, points to some factors that impede their academic literacy development, and identifies some promising practices that may improve their academic outcomes. The brief will be of interest to EL specialists and general education teachers, especially in secondary schools, as well as policymakers and district leaders who make decisions about how to support LTEL students.