English was the third most commonly reported home language (124,900 students), which may reflect students who live in multilingual households or students adopted from other countries who were raised speaking another language but currently live in households where English is spoken. Arabic was the second most commonly reported home language (128,600 students). Spanish was the most commonly reported home language of EL public school students in fall 2020 (3.7 million students), representing 75.5 percent of all ELs and 7.8 percent of all public school students. Specifically, from fall 2019 to fall 2020, the percentage of EL kindergarteners declined by 2.1 percentage points (15.0 to 12.9 percent), compared with changes of half of a percentage point or less in every other grade. The difference was largest in kindergarten. However, the percentage of ELs was lower in fall 2020 than in fall 2019 in kindergarten and grades 1, 2, 5, and 9. 3įor the majority of grade levels, the percentage of public school students who were ELs was higher in fall 2020 than just before the pandemic in fall 2019. This is consistent with the expected pattern if students, who are identified as ELs in early grades, tend to obtain English language proficiency by the time they reach the upper grades. For example, 12.9 percent of kindergarteners were ELs, compared with 9.9 percent of 6th-graders, 8.1 percent of 8th-graders, and 5.6 percent of 12th-graders. In general, a higher percentage of public school students in lower grades than of those in upper grades were ELs in fall 2020. 13.7 percent of total public school enrollment in cities.In fall 2020, the percentage of students who were ELs was higher for school districts in more urbanized locales than for those in less urbanized locales. The percentage of students who were ELs was less than 3.0 percent in 5 states: The states with the highest percentages of ELs wereĪn additional 20 states identified at least 6.0 but less than 10.0 percent of their students as ELs, and 13 states identified at least 3.0 but less than 6.0 percent of their students as ELs. 2 The states were Alaska, California, Colorado, Delaware, Illinois, Maryland, Massachusetts, Nevada, New Mexico, Rhode Island, Texas, and Washington. In fall 2020, EL students represented 10.0 percent or more of public school students in 12 states-half of which were located in the West-and the District of Columbia. However, this upward trend was disrupted between fall 2019 and fall 2020-during the first school year of the coronavirus pandemic-when EL enrollment fell from 5.1 to 5.0 million students (from 10.4 to 10.3 percent of public school enrollment). The percentage of public school students in the United States who were ELs increased overall between fall 2010 (9.2 percent, or 4.5 million students) and fall 2020 (10.3 percent, or 5.0 million students). Comparisons over time should be interpreted with caution due to this change in the data reported. For example, in the 2020–21 school year, 98 percent of identified ELs were served by EL programs. However, the proportion of ELs who participate in EL programs is large. Starting with fall 2015, data include all currently identified ELs, regardless of program participation. For fall 2014 and earlier years, EL data include only those ELs who participated in EL programs. Note also that data on ELs enrolled in public schools have changed over time. Data on ELs include students with a current EL identification, but not students who were formerly identified as ELs and no longer are. This Fast Fact looks at the number and percentage of ELs in kindergarten and higher grades over time. Students who are identified as English learners (ELs) can participate in language assistance programs to help ensure that they attain English proficiency and meet the academic content and achievement standards expected of all students. Source: DataPoints: American Association of Community Colleges.Do you have information on English learners? (2012), “Certificates: Gateway to Gainful Employment and College Degrees,” Georgetown University Center on Education and the Workforce Certificates awarded at community colleges: 2014 According to IPEDS, short-term certificates include awards for programs that are less than one academic year medium-term certificates are programs that are at least one year, but less than two academic years and long-term certificates are awards for at least two years, but less than four academic years…. Department of Education, National Center for Education Statistics. Source: AACC analysis of Integrated Postsecondary Education Data System (IPEDS) 2014 Completion data file, U.S.
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