A new report from Education Commission of the States on State Level English Language Learner Policies examines issues of finance, identification of ELLs, educator quality, and more.
In the section on recognizing the implications of different ELL program approaches, the report states:
State leaders should recognize that different programs will be effective in different contexts. For example, rural school districts with few ELLs and urban districts with high concentrations of ELLs will need different program approaches. Likewise, long-term ELLs, students exiting ELL programs in the early grades and ELLs with interrupted education, for example, all need different kinds of supports and services.
From Education Commission of the States: State Level English Language Learner Policies