By 2020, half of all U.S. public school students will have non-English-speaking backgrounds, and the needs of these English language learners (ELL) will need to be met by English-as-a-second-language strategies across the full academic curriculum as well as out-of-school time programs and efforts to bridge cultural and linguistic worlds, a report from Grantmakers for Education argues. Based on an online survey and interviews with grantmakers, Educating English Language Learners: Grantmaking Strategies for Closing America's Other Achievement Gap (31 pages, PDF) highlights trends in the field, lessons from experienced ELL funders, and case studies of several foundations' investments in ELL students. Among other things, the report argues that the needs of these students cannot be met by focusing only on Latino communities or low-performing, economically disadvantaged, or immigrant and refugee students. The report also recommends that grantmakers balance a focus on ELL students with a holistic approach to school improvement, fund early childhood literacy and language development, support advocacy efforts in the ELL space, and plan for a long-term commitment.