Parenting and Learning Issues

As public schools across the United States continue to evolve, one of the most significant shifts in 2026 is the growing emphasis on multilingual learner growth models in accountability systems. With multilingual learners, often referred to as English Language Learners (ELLs), representing a rapidly expanding student population, states are refining how progress is measured and reported.

These changes are not just technical adjustments. They signal a broader move toward more equitable evaluation systems that better reflect student progress over time rather than relying solely on proficiency benchmarks.

Understanding Multilingual Learner Growth Models

Traditional accountability systems often focused on whether students reached a fixed level of English proficiency within a set timeframe. However, this approach has been widely criticized for failing to capture incremental progress, especially for students entering school with limited English skills.

Multilingual learner growth models shift the focus to:

• Year-over-year language development
• Academic progress alongside language acquisition
• Individualized growth trajectories

Rather than asking whether a student has “arrived,” these models evaluate how far a student has progressed.

According to the U.S. Department of Education’s Office of English Language Acquisition, this approach provides a more accurate and fair assessment of both student performance and school effectiveness.

Why Accountability Systems Are Changing

Several factors are driving these changes in accountability frameworks:

1. Federal Flexibility Under ESSA

The Every Student Succeeds Act (ESSA) gave states greater autonomy in designing accountability systems. Many states are now incorporating English language proficiency growth as a key indicator.

The Every Student

Bullying remains a pressing concern in public schools nationwide. Despite decades of awareness campaigns, the rise of cyberbullying and social pressures has made it essential for families to understand how schools address bullying, how students can stay safe, and what resources are available in 2026. This guide offers families a comprehensive overview of bullying prevention, strategies schools employ, and steps parents can take to support their children.

Understanding Bullying in Schools

Bullying is defined as repeated aggressive behavior intended to harm or intimidate, often involving a power imbalance. It can manifest in several forms:

• Physical bullying: Hitting, pushing, or damaging a student’s belongings.

• Verbal bullying: Name-calling, teasing, or threatening.

• Social/relational bullying: Excluding peers, spreading rumors, or damaging reputations.

• Cyberbullying: Using digital platforms, such as social media or messaging apps, to harass or threaten.

According to the National Center for Education Statistics, approximately 20% of students aged 12–18 reported being bullied at school in 2024. While rates have plateaued, the impact of bullying remains profound, affecting mental health, academic performance, and social development.

Why Bullying Prevention Matters

Bullying can have long-term consequences for both victims and perpetrators. Students experiencing bullying are at higher risk for:

• Anxiety and depression

• Academic disengagement and absenteeism

• Decreased

As the school year draws to a close, many parents may find themselves reviewing their child’s progress and planning for the upcoming academic year. For families of children with disabilities or learning differences, this period is an essential opportunity to ensure that the Individualized Education Program (IEP) or 504 plan continues to meet their child’s needs. Understanding your child’s IEP or 504 plan before the school year ends is not only vital for tracking academic progress but also for preparing effective strategies for summer learning and the year ahead.

This guide offers parents a comprehensive approach to understanding, evaluating, and advocating for their child’s IEP or 504 plan in 2026.

What Is an IEP and a 504 Plan?

While both IEPs and 504 plans are designed to support students with disabilities, they serve different purposes and fall under distinct legal frameworks:

• IEP (Individualized Education Program): Governed by the Individuals with Disabilities Education Act (IDEA), an IEP provides specialized instruction and services for students who qualify for special education. It includes measurable goals, accommodations, and modifications tailored to the child’s unique learning needs.

• 504 Plan: Authorized under Section 504 of the Rehabilitation Act of 1973, a 504 plan ensures that students with disabilities have equal access to education. Unlike an IEP, it typically does not provide specialized instruction but outlines accommodations, such as extended test time, preferential seating, or assistive

Each spring, families across the country face a familiar challenge: state testing season. Whether it is reading assessments in elementary school or end-of-course exams in high school, standardized tests remain a central part of public education accountability systems in 2026.

If you are wondering what to do if your child is stressed about state testing, you are not alone. Many students experience anxiety related to performance pressure, timed exams, or concerns about how scores might affect their academic future. The good news is that parents can play a powerful role in reducing stress and helping children approach testing with confidence.

This guide explains why testing stress happens, how to recognize it, and practical, research-informed strategies to support your child.

Why State Testing Still Matters in 2026

State assessments are required under the federal Every Student Succeeds Act, which ensures that public schools measure student progress in core subjects.

Most states publish detailed testing calendars and accountability information through their departments of education. The National Center for Education Statistics provides a national overview of how testing fits into public school systems at:
nces.ed.gov

While some states have reduced testing time or adjusted formats in recent years, assessments remain part of school evaluation systems, graduation requirements in certain states, and instructional planning.

For students, however, the bigger issue is often perception. They may believe:

• The test will determine their entire academic future