This policy brief describes the ongoing debates over the most appropriate methods for educating students, the need for stronger research into the educational attainment of English language learners (ELLs) and recommendations for developing quality programs for ELLs. The National Research Council (NRC) recommends that schools seek to implement programs that are closely aligned with what is known about what makes any school effective. The authors of this policy brief suggest several additional features to the NRC recommendations, including: (1) smaller class sizes; (2) an effective program of early reading instruction (including instruction in phonemic awareness, phonics, and comprehension skills, as well as attention to building students' vocabulary and background knowledge); (3) early intervention programs to help struggling students; (4) a safe and orderly learning environment; and perhaps most important; and (5) fully qualified teacher in every classroom. In the case of bilingual education, this means that teachers should be certified, skilled and knowledgeable in the requisite content area(s), and fully proficient in both English and the students' native language. All teachers of English-language learners should also be given access to professional development in the process and strategies of language acquisition. Appendix A presents English-Language Learners: Facts and Figures. Appendix B, "Choosing a Program Model," which describes variables that influence a district's decision to develop a specific type of program for the instruction of English-language learners.