English learners (ELs), students from a home where a language other than English is spoken and who are in the process of developing English proficiency themselves, represent over 10% of the US student population. Oftentimes education policies and practices create barriers for ELs to achieve access and outcomes that are equitable to those of their non-EL peers. We discuss how recent education research--often using experimental and quasi-experimental designs--provides new insights on how to evaluate EL policies, as well as how best to alter current policies to yield more equitable outcomes for ELs. Topics discussed include (1) EL classification and services, (2) language of instruction, (3) access to core content, and (4) assessments. [This article was published in "Policy Insights from the Behavioral and Brain Sciences," v3 n1 p129-137 Mar 2016.]