Within the US Department of Education's new flexibility initiative, there are three key and fundamental areas of focus, each referred to as a "principle." The second of these is that State Education Agencies (SEAs) must develop and implement differentiated recognition, accountability, and support to assure that all students are taught by effective teachers and receive an education that will allow them to be successful in college and/or careers. This document identifies resources that focus on state-developed differentiated recognition, accountability, and support for local schools as they pertain to English learner students (ELs). There were four specific focus areas identified for inclusion within this principle: (1) Differentiated accountability; (2) School-level interventions; (3) Instructional programs aligned with state academic content standards and ELP standards; and (4) Building local and state capacity (includes achievement gap reduction). This document identifies resources that address these four focus areas for all students, with a focus on ELs. It identifies resources produced by nationally-known organizations, federally-funded centers, research centers, and similar entities. Each of these resources reports on research, evaluations, best practices, and/or theory for this principle. Links to electronic versions of the documents are provided when available. This bibliography annotates the identified documents that focus on ELs. In them, ELs are specifically mentioned (using one of several terms) or are mentioned as a specific subgroup within Title I. Several of the citations are for websites; in these cases, there may be several subpages or documents identified on the website that are of interest--these "subdocuments" are all listed within the one website, and are not broken out as separate resources. All links were active as of January 2, 2012. [For "Flexibility Principle 1: College- and Career-Ready Expectations for All Students," see ED564258. For "Flexibility Principle 3: Supporting Effective Instruction and Leadership," see ED564257.]