Taking Stock of Dual Language Learner Identification and Strengthening Procedures and Policies

Dual language learners (DLLs) comprise one-third of all children under the age of five in the United States, yet a lack of clear policies and procedures make DLL identification and tracking difficult to undertake. This report, Taking Stock of Dual Language Learner Identification and Strengthening Procedures and Policies, highlights the difficulties and varying approaches to collecting data for DLLs across the United States. The authors examine current efforts to identify DLLs at the federal, state and local levels. Reviewing data from various state education departments, the report singles out Illinois, New York, California, Minnesota and Pennsylvania as important innovators and leaders in their efforts to improve DLL identification procedures. The authors suggest that in order to advance the development of a comprehensive DLL identification system, additional guidance to implement pre-existing recommendations is necessary at the federal level. Meanwhile, at the state level, improvement of entry-level assessments as well as increased collaboration across disparate siloes is essential. The report further emphasizes that challenges must be recognized and addressed for forward-looking steps to be successfully taken. (Stephanie Depauw for The Immigrant Learning Center’s Public Education Institute)