Study on Rise of ELLs

English-language-learner enrollment in K-12 schools has increased by more than 1 million students since 2000, according to a new report. There are now an estimated 4.9 million children in U.S. public schools learning the English language. These students are in classrooms in most school systems—and enrollment is surging in states across the South and Midwest that had almost no English-learners at the turn of the century. California has the greatest number and percentage: 20.2%.
Office of English Language Acquisition. (2020). English learners: Demographic trends. Washington, DC: US Department of Education.
https://ncela.ed.gov/files/fast_facts/19-0193_Del4.4_ELDemographicTrends_021220_508.pdf 
and
U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Local Education Agency Universe Survey," 2000–01 through 2016–17. Retrieved from https://nces.ed.gov/programs/digest/d18/tables/dt18_204.20.asp?current=yes

ELL Students and Competency-Based Learning Environments

A new report by The International Association for K-12 Online Learning (iNACOL) addresses the trends and practices in personalized and competency-based learning for English language learners (ELL). The report offers six case studies of schools that have created personalized and competency-based environments for ELL students and outlines promising practices for designing learning environments for ELL students. This paper is designed for practitioners, including educators and education leaders, who want to advance next generation learning models to reach every student. The intent of this paper is to inform and empower the field with examples from schools and programs who are creating personalized, competency-based learning environments for ELL students.

Truong, N. (2017). Next generation learning models for English language learners promising practices and considerations for teaching and learning. Vienna, VA: International Association for K–12 Online Learning (iNACOL). https://www.inacol.org/wp-content/uploads/2017/06/iNACOL-NGLMELL-02Aug2017.pdf