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With growing English learner (EL) populations enrolling in districts throughout the United States, educators must be trained to meet the needs of this culturally and linguistically diverse population. However, the approaches used to meet this growing teacher training need vary widely, with little available research on how different approaches impact student success. The current paper uses geospatial mapping to examine how states’ EL teacher certification requirements are related to the academic success of English learners in those states. The results of this study suggest that state EL teacher certification requirements are related to student outcomes and that geographic location moderates those results. The geospatial mapping technique utilized in this study improves the accessibility of available data to the general population and policy makers.
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