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ERIC Number: ED479473
Record Type: Non-Journal
Publication Date: 2003-Mar
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
English Language Learners in the Great City Schools: Survey Results on Students, Languages and Programs.
Antunez, Beth
The Council of the Great City Schools conducted a survey to study the numbers and characteristics of English language learners (ELLs) in member school districts. Bilingual education directors in the organization's 58 cities were asked to use data for the 2001-2002 school year to provide information about ELLs in their districts. Responses were received from 36 member districts (62%). Survey findings show that U.S. urban schools enrolled approximately 1,211,000 English language learners, about 31% of all ELLs in the country. Ten districts had ELL enrollments over 25,000, and six districts had ELL enrollments over 50,000. Spanish was the native language of 86.3% of the ELLs in these districts, followed by Hmong at 2.9%. Thirty-five school districts had net increases in the number of ELLs between 1998-1999 and 2000-2001, and 10 districts had net decreases. Nationwide, the percentage of ELLs is increasing. The most frequently offered program for these students in responding districts was Sheltered English as a Second Language (ESL), and pullout or self-contained ESL was the second most common option. Sixty-eight percent of districts offered dual language programs; most of these were offered only for Spanish-speaking students. ELLs are being assessed in the responding school districts, and 34 districts specified the instruments they are using. The most common accommodations include additional time to complete the examinations and the use of bilingual dictionaries or glossaries. (SLD)
Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($20). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Council of the Great City Schools, Washington, DC.