English learners (ELs) constitute a large--and growing--share of the student body in the United States. Data from the U.S. Census Bureau indicate that nearly one-quarter of U.S. children speak a language other than English at home. Furthermore, one-third of children under age 8 have at least one parent who speaks a non-English language--these younger language learners are sometimes referred to as dual language learners (DLLs) in the early years. Despite their increasing share of the U.S. student body, ELs have long been underserved and marginalized in the nation's schools. Too often, states and school districts have treated ELs' linguistic diversity as an obstacle or liability to be overcome. The nation needs a more equitable, "English-plus" approach to supporting ELs, beginning with systemic recognition that their home languages are considerable strengths to be developed. This report offers a series of concrete policy reforms that stand to improve ELs' chances to graduate from high school prepared for postsecondary education or high-quality workforce opportunities.