States Classify Long-Term English Learners Very Differently

The broadest study ever undertaken of long-term English learners (LTELs) in U.S. public schools underscores the need to better understand how students receive this classification, and why the classification varies widely across and within states. Since LTEL status may negatively impact future educational opportunities and outcomes, the study recommends a much closer examination of how LTELs are classified across the U.S. which could...
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