English Learners

As of fall 2021, an estimated 5.3 million K–12 ELs composed about 10.6% of students in the United States.

When we look to the future, we see opportunities for English learner (EL) students to draw upon their multilingual and cultural assets to reach strong educational achievement and post-secondary outcomes, positioning them to contribute to their communities and the modern workforce. 

Our Work

Imagine a classroom in which every student, regardless of their English language proficiency, has the support they need to thrive. AIR focuses on helping teachers provide effective instruction with high quality curricular materials to develop EL language and content learning.

AIR's work supporting ELs is done through the Center for English Learners which generates and uses rigorous evidence to support learning and well-being of ELs.

Our team brings breadth and depth of expertise, as well as lived experiences to our work. Alongside our partners, we seek to understand what works for ELs, analyze policy, and apply research to build capacity of regional, state, and local leaders working with ELs.

See below an overview of key milestones in the federal landscape as policies for ELs have developed. 

graphic showing timeline of key milestones in federal policies regarding English learners

Source: Federal Policy for English Learners: Key Milestones From 1964 to 2024 (PDF)

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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