Research is mixed about which program approaches are most effective, but researchers agree that English learners (ELs) perform better academically and achieve greater language proficiency when they have some type of English language instruction. Program approaches vary widely, but the most common types include: (1) English as a Second Language: Academic content is taught in English in mainstream classrooms, and students receive ESL instruction to develop English language skills; (2) Sheltered English/Structured English Immersion: Academic content is taught only in English and in EL-only classrooms. Instruction is adjusted to students' English proficiency levels; (3) Bilingual/Bilingual-Bicultural: English learners receive academic instruction in English and a second language, eventually transitioning to English instruction only with a goal of moving to a mainstream classroom. Transitional bilingual programs complete these transitions rapidly; and (4) Dual language immersion/two-way bilingual: Students are taught academic content in two languages with a goal of developing proficiency in both languages. Some programs include both English learners and English-only students. This resource captures which program approaches each state policy authorizes based on state statutes and regulations. [View the full "50-State Comparison on English Learner Policies" here https://www.ecs.org/50-state-comparison-english-learner-policies/.]