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Strengthening the Teacher Workforce to Support Multilingual Learners: A Tool for State Educational Agencies

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Bibliographic Details
Title: Strengthening the Teacher Workforce to Support Multilingual Learners: A Tool for State Educational Agencies
Language: English
Authors: Caroline E. Parker, Anne Partika, Sara Rutherford-Quach, National Comprehensive Center (NCC), Westat, Inc.
Source: National Comprehensive Center. 2024.
Availability: Westat. 1600 Research Boulevard, Rockville, MD 20850. Tel: 301-251-1500; Web site: https://www.westat.com/; Web site: https://compcenternetwork.org/meet-centers
Peer Reviewed: N
Page Count: 38
Publication Date: 2024
Sponsoring Agency: Office of Elementary and Secondary Education (OESE) (ED), Office of Program and Grantee Support Services (PGSS)
Contract Number: S283B190028
Intended Audience: Policymakers
Document Type: Guides - General
Education Level: Elementary Secondary Education
Descriptors: English Language Learners, Bilingual Education, Multilingualism, Bilingual Teachers, Public Schools, Teacher Shortage, Teacher Recruitment, Teacher Persistence, Teaching Conditions, Elementary Secondary Education, Labor Needs, State Departments of Education, Labor Force Development, Faculty Development, Student Diversity, Special Needs Students, School Demography
Geographic Terms: Kentucky, Mississippi, North Dakota, South Carolina
Abstract: One in 10 public school students in the United States are designated as English learners (ELs), an increase of more than 25 percent over the past 2 decades (National Center for Education Statistics, 2022). In nearly half of states, the proportion of students designated as ELs has more than doubled since 2000. Further, several states--such as Kentucky, Mississippi, North Dakota, and South Carolina--are serving substantial numbers of ELs for the first time in recent history (NCES, 2022). With these increases, many state educational agencies (SEAs) are grappling with shortages of certified teachers to provide bilingual instruction or English language development (ELD) support to their linguistically diverse student populations. This tool helps state leaders identify specific needs to recruit, retain, and support teachers who serve multilingual learners (MLs).
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED650466
Database: ERIC
Description
Abstract:One in 10 public school students in the United States are designated as English learners (ELs), an increase of more than 25 percent over the past 2 decades (National Center for Education Statistics, 2022). In nearly half of states, the proportion of students designated as ELs has more than doubled since 2000. Further, several states--such as Kentucky, Mississippi, North Dakota, and South Carolina--are serving substantial numbers of ELs for the first time in recent history (NCES, 2022). With these increases, many state educational agencies (SEAs) are grappling with shortages of certified teachers to provide bilingual instruction or English language development (ELD) support to their linguistically diverse student populations. This tool helps state leaders identify specific needs to recruit, retain, and support teachers who serve multilingual learners (MLs).