English learners (ELs) represent a growing share of the student population in the United States, yet are often sidelined in federal education policy discussions. At present, an uneven approach has yielded sharp differences in ELs' educational experiences, with some states prioritizing bilingual education models and others emphasizing English-dominant models. A new presidential administration brings the opportunity to reassess the condition of federal EL education policy and identify areas of prioritization and improvement. This paper takes stock of key areas in need of improvement in federal policy impacting ELs and dual language learners (DLLs), and offers recommendations aimed at improving their access to an equitable education throughout the early education and PreK-12 continuum.