Report Finds English Learners Were Affected Differently by the Pandemic
States and districts should prioritize differentiated supports for these students moving forward.
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Re-starting and Strengthening Accountability for English Learners
Updated state accountability plans do not improve accountability for ELs after a two-year pause.
Using Assessments to Create More Equitable Early Learning Systems: What Do Pre-K Leaders Think?
Directors must support teachers in using assessments effectively in the classroom and sharing information with parents.
How States Can Support Early Educators Right Now
States and municipalities will need to step up and design the systems of early education and care that are currently lacking.
Pandemic Kindergartners Need Extra Support in First Grade
Educators are trying give children the individualized, targeted attention they need, but with staff shortages it has been difficult.
Widening Access to Higher Education Starts in Early Childhood
LSX Fellow Cathy Mitchell makes the case for universities focusing more efforts on interventions with young children.
New Research Highlights Need for more Differentiation in English Learner Education for Indigenous Students
Most states don鈥檛 differentiate how they identify Indigenous ELs, a decision that can affect their academic outcomes.
Event Recap: Taking Stock and Looking Forward – Principals on K-3 Learning
School leaders reflected on the challenges, wins, and growth opportunities of the 2021-2022 school year
Can Pre-K Assessments Improve Early Learning Programs? Listening to Teacher Perspectives
MDRC shares takeaways from conversations with pre-K teachers about assessments and instruction in early learning.