English Learner Education Programming in K-12 Settings: A Systematic Review

This systematic review examined characteristics of English learner education programs implemented in U.S. schools between 2000-2024 including program characteristics, demographic characteristics, and student outcomes. A total of 25 peer-reviewed empirical studies met inclusion criteria. Findings suggest there is significant variation in how EL programs are being evaluated nationwide. Notably, this review found that specific programmatic components and teacher qualifications were omitted in the majority of studies. In terms of student outcomes, most studies did not measure social-emotional/behavioral or language outcomes, while almost half examined academic outcomes. Implications for practitioners and researchers are discussed.