Achieving equity in the STEM field involves addressing many aspects of academic marginalization, including the unique barriers experienced by English learners (ELs). Published in 2018, English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives calls attention to the ways these students have been marginalized and highlights the assets that English learners bring to the STEM field, particularly drawing on "their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries." The report provides 7 recommendations ranging from "equip teachers and teacher candidates with the requisite tools and preparation to effectively engage and positively position English learners in STEM content learning," to "encourage and facilitate engagement with stakeholders in ELs' local environment to support STEM learning." The text is available to read online, or readers can enter an email address to download it as a guest (in PDF form). Readers can download the entire book or choose individual chapters. Additionally, the Resources panel at the link above shares some corresponding resources, including condensed report highlights and recordings of related webinars. David Francis and Amy Stephens edited the report and it was sponsored by the National Academy of Sciences and the National Science Foundation.