[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587682-105":59,"doc-detail-587682-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","unlocking-learning-acceleration-for-multilingual-learners-executive-summary","Unlocking Learning Acceleration for Multilingual Learners - Executive Summary","","Executive summary of a TNTP report addressing the needs of multilingual learners and how school systems can accelerate learning outcomes. The report explains a learning-acceleration framework that provides grade-level work with just-in-time supports rather than remediation. Using Burbio education data and district case studies across six states, it analyzes how ESSER funding is (and is not) targeted to ML interventions and presents four recommended actions to improve prioritization, community engagement, educator development, and accessible data use.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/unlocking-learning-acceleration-for-multilingual-learners-executive-summary/587682/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/unlocking-learning-acceleration-for-multilingual-learners-executive-summary/587682.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework does the report use to support multilingual learners?","Question",{"text":112,"@type":113},"It uses a learning-acceleration strategy that provides grade-level work plus just-in-time supports, rather than remediation that delays access to grade-level content.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the data analysis results describe ESSER funding targeting for ML interventions?",{"text":117,"@type":113},"The analysis finds only a subset of districts targeted some ESSER funds toward interventions specifically supporting multilingual learners, and these districts tend to have higher proportions of multilingual learners and students of color.",{"name":119,"@type":110,"acceptedAnswer":120},"What four recommended actions does the report offer to improve support for multilingual learners?",{"text":121,"@type":113},"It recommends: explicitly targeting MLs in the student-success vision; building authentic systems to engage community voices and collect feedback; developing educators with an asset-based approach who can integrate language and content instruction; and implementing systems to collect key ML data and make it accessible to educators and communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587682,1792208696,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Unlocking Learning Acceleration for Multilingual Learners  \nHow TNTP’s Six Levers of Learning Acceleration Can Drive Positive, Lasting Outcomes for Multilingual Learners Nationwide  \nUnlocking Learning Acceleration For Multilingual Learners  \nHow TNTP’s six levers of learning acceleration can drive  \npositive, lasting outcomes for multilingual learners nationwide.  \nExecutive Summary  \nTNTP has long focused on the growing population of multilingual learner (ML) students, exploring what school systems need todo to target their unique needs and amplify their strengths. The influx of federal funds to public schools because of the COVID-19 pandemic offered a unique opportunity to look at how schools allocated the funds to support MLs and to identify best-in-class examples of programs designed to better support them. This report uses the framework of learning acceleration, a strategy to support students by providing grade-level work and just-in-time supports (rather than remediation, which delays access to gradelevel content), to provide school system leaders with templates for supporting MLs in targeted ways.  \nBased on a comprehensive education dataset from Burbio, our analysis found that 11 percent of districts targeted some portion of their funds from the American Rescue Plan’s Elementary and Secondary School Emergency Relief (ESSER) to interventions specifically supporting MLs. These districts on average had higher populations of students of color—58 percent—and multilingual learners—13 percent—than did districts that did not allocate funds toward ML interventions—42 percent and  \n7 percent, respectively. Our analysis indicates that 2.8 million multilingual learners in Burbio’s dataset attend school in a district that did not plan to spend ESSER funding on interventions specifically targeted to them. To the extent that ESSER spending plans are an indication of school district priorities, this lack of targeted support for such a significant student population is alarming.  \nWe wanted to learn from school systems that made intentional investments specifically targeting MLs, and so to examine their strategies we engaged leaders in six districts: Surry County and Charlotte-Mecklenburg in North Carolina; Gadsden, New Mexico; Fresno, California; Tulsa, Oklahoma; and Chicago, Illinois.  \nThe case studies in this report explore the ways districts center MLs in their decision making and illustrate how the levers of learning acceleration can catalyze learning for multilingual learners—at scale.  \nThroughout, we uplift district efforts that demonstrate a clear lens and integrated approach to supporting these students and demonstrate how other schools and systems might also apply them to fully support their MLs.  \nWe came away with four recommended actions:  \n Explicitly target and prioritize multilingual learners in the vision for student success.  \n Prioritize and create systems to authentically engage with, collect feedback from, and leverage the expertise of community voices across language and culture.  \n Develop educators who have an asset-based approach to students’ multiple identities, including cultural and linguistic identities, and who are equipped with strategies to integrate language and content instruction.  \n Implement systems that collect key data on multilingual learners and make data easily accessible for educators and communities.  \nFor too long, our multilingual learners have been neglected and relegated to the back of the classroom due to outdated approaches that have not accounted for the demographic shiftsin our country’s classrooms. This has resulted in schools and districts providing limited access to the four critical resources essential for student learning: grade-appropriate assignments, strong instruction, deep engagement, and teachers with high expectations. Far too many systems still lag in centering students furthest removed from opportunity.  \nTNTP recognizes the importance of concrete and practical exampl","cbCaiuL9gMyJ33vV","https://ap.wps.com/l/cbCaiuL9gMyJ33vV","pdf",384869,27,"English","# Executive Summary\n# Multilingual Learners\n# Six Levers of Learning Acceleration: An Overview\n# Case Studies\n## Vision for the Student Experience\n## Organizational Management\n## Equity-Centered Policies and Practices\n## Authentic Community and Stakeholder Engagement\n## Educator Experience, Selection, Support, and Collaboration\n## High-Quality Instructional Materials\n## Multilingual Learners Can’t Wait—It’s Time for Action","[{\"question\":\"What framework does the report use to support multilingual learners?\",\"answer\":\"It uses a learning-acceleration strategy that provides grade-level work plus just-in-time supports, rather than remediation that delays access to grade-level content.\"},{\"question\":\"How do the data analysis results describe ESSER funding targeting for ML interventions?\",\"answer\":\"The analysis finds only a subset of districts targeted some ESSER funds toward interventions specifically supporting multilingual learners, and these districts tend to have higher proportions of multilingual learners and students of color.\"},{\"question\":\"What four recommended actions does the report offer to improve support for multilingual learners?\",\"answer\":\"It recommends: explicitly targeting MLs in the student-success vision; building authentic systems to engage community voices and collect feedback; developing educators with an asset-based approach who can integrate language and content instruction; and implementing systems to collect key ML data and make it accessible to educators and communities.\"}]","Unlocking Learning Acceleration for Multilingual Learners - Executive Summary | PDF",1792062607,68]