It's great to see this report from Melissa Lazarín & Jazmin Flores Peña of the Migration Policy Institute (MPI) on ways to address specific issues associated with English learners (ELs; many of us prefer the asset-based term, "bilingual learner"). For demographic information on this population nationally, I recommend viewing this interactive infographic on the MPI website. For example, it shows how according to 2018-19 data pertinent to Texas' ELs in K-12 schools, they represent 18 percent of the student population. According to the Texas Education Agency, in 2019, the percentage is close to 20 percent of the total Texas school population.
According to another MPI report by Sugarman & Geary titled, English Learners in Texas: Demographics, Outcomes and State Accountability Policies, despite restrictions in immigration, immigrant English learner children nevertheless outpace the growth of the U.S.-born population such that their prevalence in Texas schools remains ever significant and growing.
This piece below provides helpful detail on what districts can prioritize in order to address the needs of this large population. An interesting, and indeed problematic, omission is bilingual education and dual language programs that are, of course, also well-designed, staffed, and funded. After all, abundant research demonstrates how such programs are second to none in promoting educational equity in education for this population. Thanks to Dr. Deb Palmer for sharing.