The population of English learners (ELs) in K-12 schools continues to grow. Between the 2009-10 and 2014-15 school years, the percentage of English learners increased in over half of the states, and in 2017, English learners made up 10.1% of the total student population. Research suggests that in their transition to English, non-native speakers fall behind academically, which can intensify the longer a student remains in an English learner program. State education leaders are mindful of this and have implemented policies to identify, serve and reclassify English learners as they become proficient. This resource provides a national comparison of EL policies in all states. The information in this report was gathered from state statute and regulation only. The information included here captures processes and metrics in statute and/or regulation for the identification of English learners entering the school system. At least 21 states explicitly require the administration of a home language survey in the identification process, while 27 states require the use of an English language proficiency screening assessment for students whose primary or home language is not English. Some states also incorporate additional criteria, including a home interview, a review of a student's academic achievement, and teacher observations and recommendations. [View the full "50-State Comparison: English Learner Policies" here: https://www.ecs.org/50-state-comparison-english-learner-policies.]