Despite their potential, many English learners (ELs)—who account for more than 9 percent of K-12 enrollment in the U.S.—lag behind their English-speaking monolingual peers in educational achievement, in part because schools do not provide adequate instruction and social-emotional support to acquire English proficiency or access to academic subjects at the appropriate grade level, says a new report from the National Academies of Sciences, Engineering, and Medicine. Moreover, early care and education providers, educational administrators, and teachers are not given appropriate training to foster desired educational outcomes for children and youth learning English.