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 identifies the EL program funding method (one of four) employed by each state: (1) Foundation Formula: Districts receive a base amount of funding per student with additional money or weights added to fund English learners. (33 states and the District of Columbia); (2) Resource Allocation Model: States distribute resources rather than assigning weights or dollar values for English learners. (6 states); (3) Grant: The state requires districts to apply for funding, and districts must make a case for why they should receive additional funding. Funding for English learners is distributed outside of the funding formula. (6 states); or (4) Reimbursement: Districts submit actual expenditures to the state, and the state reimburses districts for all or a portion of their spending. Funding for English learners is distributed outside of the funding formula. (1 state). Four states do not specify their funding models in their statute or regulation. [View the full "50-State Comparison on English Learner Policies" here https://www.ecs.org/50-state-comparison-english-learner-policies/.]