At a low-incidence district, English language learners (ELLs) make up 5% or less than the total student body. Administrators at most profiled low-incidence districts provide English language (EL) services at all school sites. This research brief explores supporting English language learners in low-incidence districts.
The brief explores different English language models and provides guidance on creating an inclusive school environment for ELLs and their families. Administrators should offer robust professional development to EL teachers and general education teachers, to ensure that all teachers understand how to support ELLs in the classroom. The brief also provides considerations for staffing, programming, and facilities as administrators expand EL services.
EL programmingEnglish language learners (ELLs) represent the fastest growing segment of students in U.S. public schools. For example, the ELL population in states with the highest growth rates between 1993 and 2004 (i.e., Indiana, South Carolina, North Carolina, Tennessee, Georgia) increased by at least 400%. Contacts at several profiled districts note increasing numbers of ELLs in recent years. For example, contacts at District B report a 20% increase in ELL enrollment every year between 2015-2019.
Administrators at District A, District C, District D, District F, District G, District H, and District I provide EL services at all school sites, while District B and District E provide EL services at select school sites. For example, administrators at District I offer EL services at all sixteen elementary, middle, and high school sites. Contacts at profiled districts that offer EL services at all school sites (versus clustering ELLs at specific sites) highlight…