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Promoting the Educational Success of Children and Youth Learning English: Promising Futures (2017)

Chapter: Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population

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Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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Appendix C

Context of Educating English Learners: English Learners and Title III Teacher Population

Page 504 Cite
Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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EL Population in 2002-2003a EL Population in 2013-2014b Population Change from 2002-2003 to 2013-2014
National 4,118,918 4,929,981 811,063
Alabama 10,568 20,165 9,597
Alaska 16,351 16,496 145
Arizona 140,664 90,869 –49,795
Arkansas 15,146 35,476 20,330
California 1,587,771 1,508,323 –79,448
Colorado 86,118 118,316 32,198
Connecticut 21,970 32,556 10,586
Delaware 3,445 8,356 4,911
District of Columbia 5,363 5,934 571
Florida 203,659 284,802 81,143
Georgia 70,464 98,603 28,139
Hawaii 12,853 16,553 3,700
Idaho 18,747 13,680 –5,067
Illinois 168,591 186,646 18,055
Indiana 42,560 55,986 13,426
Iowa 13,961 25,978 12,017
Kansas 17,942 51,670 33,728
Kentucky 6,343 22,517 16,174
Louisiana 11,042 17,483 6,441
Maine 2,575 5,471 2,896
Maryland 27,311 61,827 34,516
Massachusetts 50,578 73,662 23,084
Michigan 54,961 88,351 33,390
Minnesota 51,224 73,858 22,634
Mississippi 2,250 8,529 6,279
Missouri 13,121 27,793 14,672
Montana 6,642 3,443 –3,199
Nebraska 13,803 19,235 5,432
Nevada 58,753 69,969 11,216
New Hampshire 3,270 4,217 947
New Jersey 57,548 68,396 10,848
New Mexico 65,317 57,342 –7,975
New York 178,704 241,138 62,434
North Carolina 59,712 102,406 42,694
Page 505 Cite
Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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% + or – from 2002 -2003 to 2013-2014 % of Students in the State That Are ELs Number of Certified/Licensed Title III Teachers in 2013-2014 Title III Teacher to EL Ratio
19.69% 346,715 14
90.81% 2.30% 2,910 7
0.89% 11.40% 56 295
–35.40% 6.30% 5,422 17
134.23% 7.30% 2,377 15
–5.00% 22.40% 203,395 7
37.39% 12.30% 7,487 16
48.18% 5.70% 721 45
142.55% 6.20% 153 55
10.65% 9.40% 89 67
39.84% 9.20% 49,654 6
39.93% 5.30% 2,195 45
28.79% 8.50% 297 56
–27.03% 4.50% 608 23
10.71% 9.30% 8,760 21
31.55% 5.30% 2,179 26
86.08% 4.60% 500 52
187.98% 9.20% 132 391
254.99% 2.90% 174 129
58.33% 2.10% 493 35
112.47% 2.80% 109 50
126.38% 6.50% 1,023 60
45.64% 7.40% 1,285 57
60.75% 4.70% 532 166
44.19% 7.60% 1,361 54
279.07% 1.30% 91 94
111.82% 3.00% 478 58
–48.16% 2.30% 410 8
39.35% 5.00% 809 24
19.09% 15.10% 2,733 26
28.96% 1.90% 143 29
18.85% 4.50% 3,987 17
–12.21% 15.10% 2,887 20
34.94% 2.50% 6,211 39
71.50% 6.20% 1,711 60
Page 506 Cite
Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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EL Population in 2002-2003a EL Population in 2013-2014b Population Change from 2002-2003 to 2013-2014
North Dakota 883 3,336 2,453
Ohio 25,610 50,414 24,804
Oklahoma 40,179 44,720 4,541
Oregon 52,331 57,376 5,045
Pennsylvania 30,731 48,446 17,715
Rhode Island 10,050 9,252 –798
South Carolina 7,467 43,080 35,613
South Dakota 4,522 5,115 593
Tennessee 26,808 35,145 8,337
Texas 625,946 809,582 183,636
Utah 43,269 38,710 –4,559
Vermont 1,057 1,614 557
Virginia 49,780 102,815 53,035
Washington 70,431 112,302 41,871
West Virginia 1,281 2,911 1,630
Wisconsin 25,764 45,771 20,007
Wyoming 3,483 3,346 –137

a U.S. Dept. of Education, NCES (2013). 2013 Tables and Figures. Available: http://nces.ed.gov/programs/digest/d13/tables/dt13_209.30.asp [February 23, 2017].

b U.S. Dept. of Education, NCES. 2014 Table and Figures. Table 204.20. Available: https://nces.ed.gov/programs/digest/d14/tables/dt14_204.20.asp [February 23, 2017].

c Data in these columns are from the National Comprehensive Center for Teacher Quality (2009). Available: http://www.gtlcenter.org/sites/default/files/docs/CertificationandLicensureforTeachersofELLs.pdf [February 23, 2017].

Page 507 Cite
Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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% + or – from 2002 -2003 to 2013-2014 % of Students in the State That Are ELs Number of Certified/Licensed Title III Teachers in 2013-2014 Title III Teacher to EL Ratio
277.80% 2.80% 84 40
96.85% 2.50% 745 68
11.30% 7.10% 551 81
9.64% 8.40% 838 68
57.65% 2.80% 1,371 35
–7.94% 6.60% 312 30
476.94% 5.40% 536 80
13.11% 3.30% 24 213
31.10% 3.50% 1,118 31
29.34% 15.50% 24,654 33
–10.54% 5.50% 576 67
52.70% 1.50% 78 21
106.54% 7.40% 1,240 83
59.45% 9.40% 1,193 94
127.24% 0.70% 33 88
77.65% 4.90% 1,936 24
–3.93% 3.00% 54 62
Page 508 Cite
Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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Suggested Citation:"Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population." National Academies of Sciences, Engineering, and Medicine. 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.
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Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result.

Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.

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