This report authored by Californians Together and funded by The California Community Foundation, reports on data gathered from 40 school districts on English learners grades 6 – 12 and calls upon state policymakers and leaders to provide solutions for these students. It also outlines basic principles and promising approaches for school districts to meet the needs of Long Term English Learners more effectively. Available in English and Spanish.

Well over half of the secondary school English Learners in California are Long Term English Learners – struggling academically and stuck in progressing towards English proficiency despite six or more years in U.S. schools.   Many secondary schools and districts, feeling the urgency of meeting the needs of these Long Term English Learners, are attempting to modify curriculum or create new courses that address the unique language and academic gaps of these students. This report culls the lessons learned from districts throughout the state and provides needed guidance for the field. 

Written for educators, administrators, and policymakers, this booklet provides a research-based overview on the large number of Long Term English Learner students, who despite having been enrolled in United States schools for more than six years, are not progressing towards English proficiency but are continuing to struggle without the English skills needed.

Californians Together’s newest LTEL report includes updated LTEL background and outcome information; research landscape summary; review of policy changes; survey results from 107 California school districts with the highest number and/or percentage of LTELs; examples of successful strategies for serving LTEL students and those at risk of being LTELs; and state and local policy recommendations.