Two secondary schools are showing different routes to help English learners succeed in math by treating language development as part of math instruction. At Annandale High School in Virginia, a bilingual daily Algebra I Plus model is designed for multilingual learners, using small-group supports and community-based instruction to strengthen comprehension while maintaining rigor. At Forest Grove High School in Oregon, educators teach math entirely in students’ home language (Spanish), reflecting a strategy to lower language barriers and improve confidence and question-asking. Researchers note the approach can be “well-tailored” to local communities, with targeted supports helping students bridge between languages when needed. The piece places these designs in a national context: math achievement gaps for English learners continue to decline faster than for peers, citing NAEP’s 2024 report card. For district math leaders, the practical implication is that EL-focused math improvement requires either bilingual scaffolding or home-language instruction paired with structured opportunities for students to explain thinking and participate.