This overview from the National High School Center examines the roles of states and school districts in supporting English Language Learners. Among the key findings: ELL students who access accelerated and enriching academics, rather than remediation, succeed at higher levels. In addition, Latino ELL students are overrepresented in special education. In order to build the capacity of teachers to appropriately identify which ELL students would benefit from special education services and which would benefit from more inclusive strategies, states must be explicit about what is expected of professional development and teacher preparedness.
Koelsch, N. (2006). Improving literacy outcomes for English language learners in high school: Considerations for states and districts in developing a coherent policy Framework. National High School Center .