A new brief guides readers through sections in state plans that address English-learner accountability, outlining 33 key questions that educators and advocates should ask.

Cheered by anti-immigration groups, the decision to end the Deferred Action for Childhood Arrivals program has sparked protests and demonstrations around the country.

Maintaining that he will work to resolve the issue with "heart and compassion," President Trump is asking Congress to replace the Obama-era policy with legislation before it fully expires.

The decision could leave an estimated 800,000 undocumented residents, many of whom work and learn in the nation's K-12 schools, in limbo.

The pending decision comes as education leaders and congressional lawmakers urge Trump not to dismantle the program for the young immigrants brought to the country illegally as children.

Opponents argued that a 2010 law, which in part banned courses designed primarily for students of a particular ethnic group, targeted Mexican Americans and other minority groups.

School districts across the country have faced criticism and legal scrutiny amid complaints that they deny immigrant and refugee students access to an adequate education.

Arguing that this data is too often misused and misunderstood, two reports offer guidance for educators and advocates who want to fairly treat and evaluate ELLs.

From reports about efforts to create quality learning materials for ELLs to tips on how to help students develop literacy skills, here are some stories that caught our eye this month.

Will the joint buying power of school districts that serve about 1.3 million English-learners force education publishers to step their game up and improve the quality of materials they design?