English-Learners Pose Policy Puzzle
The task of ensuring that millions of children learn English—and succeed academically—is putting pressure on states and school districts as they push to boost student achievement overall.
Here, in the nation’s largest school system, the face of the typical student is, increasingly, that of a child whose parents were born somewhere other than the United States—and, in many cases, someone who enters school speaking little or no English.
More than half of New York City’s nearly 1 million public school students have at least one foreign-born parent. This school year, 148,000 students are classified as English-language learners, or ELLs—up from 109,000 in the 1990-91 school year. By the end of this school year, about 30,000 more such students will have enrolled, the city education department projects.
Given such demographics, New York City offers a barometer of the pressures facing school systems nationally—whether urban or rural—in working to educate English-language learners amid the push...
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- Associate Director of Curriculum & Instruction
- Generation Ready, New York, NY
- Grand Center Arts Academy, St. Louis, MO
- Superintendent of Schools
- Florence Public School District One, Florence, SC
- 3rd Grade Teacher
- New Hope Academy Charter School, Brooklyn, NY
- Senior Content and Curriculum Leader
- BrightBytes, San Francisco, CA