Teachers Reported Many Obstacles for High-Poverty Students and English Learners As Well As Some Mitigating Strategies.

The article reports that GAO also estimates that teachers in a virtual environment with a high percentage of English learners (at least 20 percent) were more likely than their peers to have students who regularly faced a variety of significant obstacles. These teachers were more likely to have students who regularly struggled with understanding lessons, completing assignments, having an appropriate workspace, accessing school meals, and getting adult assistance.