Although schools and districts are increasingly required to provide various supports and instructional programs for English Language Learners (ELLs), standardized measures of these students' academic achievement continue to be low. This article summarizes key findings of two major reviews of the research on educating ELLs that were completed in 2006--one by the National Literacy Panel, the other by researchers associated with the Center for Research on Education, Diversity and Excellence. These reviews represent the most concerted efforts to date to identify the best knowledge available and set the stage for renewed efforts to find effective approaches to help ELLs succeed in school. Additional research is cited that appeared after the years covered by the NLP and CREDE reviews.