English Language Learners

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ABOUT US:

ELL REPORT / SUMMER 2015

The Latino Endowment Fund at the Hartford Foundation

for Public Giving was founded in 2003 by Latino leaders in Greater

Hartford to increase philanthropy in their community and to

strengthen nonprofits working to improve the quality of life for

Latino residents. Members examine issues affecting the Latino

community and recommend grants from the fund to address

those issues.

For more information, contact Wanda Y. Correa at 860-548-1888

or wcorrea@hfpg.org or go to www.hfpg.org/latino.

The Hartford Foundation for Public Giving, established

in 1925, is the community foundation for 29 communities in the

Hartford region. It is dedicated to putting philanthropy into action

to create lasting solutions that result in vibrant communities

within the Greater Hartford region. It receives gifts from generous

individuals, families and organizations, and in 2014 awarded grants

of $33 million to a broad range of area nonprofits.

For more information, visit www.hfpg.org or call 860-548-1888.

English Language Learners

Let us continue the dialogue to

find effective solutions together.

The opportunities and challenges of increased

cultural and linguistic diversity in our region.


3 LATINO ENDOWMENT FUND FUND

ENGLISH LANGUAGE LEARNERS REPORT / SUMMER 2015 4

The globalization of Connecticut and Metro Hartford

In 2014 –15, the Latino Endowment Fund at the Hartford Foundation

for Public Giving focused on the issue of English Language Learners (ELL)*

through a series of forums. This report examines what we learned and

500,000

FOREIGN-BORN*

CT RESIDENTS

40% from

LATIN AMERICA

highlights the opportunities and the challenges of increased cultural

and linguistic diversity.

Our schools and communities are more diverse than ever, with more

than 100 different languages spoken in homes throughout Greater

Hartford. State and national data demonstrate significant educational

attainment and income gaps for English Language Learners when

compared to their English-speaking peers. At the same time, the

little growth we have seen in the working-age population in Greater

Hartford has been driven by migration from outside the continental

METRO

HARTFORD

foreign-born

residents

1

8

POPULATION GROWTH

in last 25 years

LATINO

200%

United States.

How can we harness the assets of by a multilingual population to enhance

our community and create stronger links to the global marketplace?

REFUGEE POPULATION

4,800 PEOPLE

to the state since 2005*

This population arrives with complex social and economic needs.

ASIAN

300%

For the last decade, growth in

Metro Hartford’s population has

been almost entirely foreign-born.

We hope this report will be used as a resource to

address the challenges of increased cultural and

linguistic diversity in our region and continue the

dialogue for effective solutions.

1/3 of Hartford’s population is Puerto Rican,

making it the 4 th highest percentage of Puerto Rican people in the continental U.S.

PUERTO RICO Not included in “foreign-born” stats but is a significant factor for the issue.

*If it is determined that a student’s English proficiency is insufficient “to assure equal educational

opportunity in the regular school program,” that child is classified as an “eligible student” for ELL programs.

*According to the U.S. Census Bureau, the term foreign-born applies to anyone who is not a U.S. citizen at birth and includes

naturalized U.S. citizens, legal permanent residents, temporary migrants, humanitarian migrants and unauthorized migrants.

Sources: U.S. Census Bureau, 2013 American Community Survey; Refugee Processing Center.


5 LATINO ENDOWMENT FUND

ENGLISH LANGUAGE LEARNERS REPORT / SUMMER 2015 6

Place of origin, students, and schools in our region

The persistent academic gap

Across Connecticut, there is a concentration

of ELL students in the lowest performing

schools within the lowest performing districts.

About ¾ of Connecticut ELL students

speak Spanish.

From 3rd grade through high school, ELL students’

performance is much lower than non-ELL students.

In 2010–11, 78% of all children labeled ELL attended

schools in the 30 lowest performing districts. Within

these 30 lowest performing districts, 64% of ELL

students attend schools that are identified as ‘focus,’

‘review’ or ‘turnaround’ schools, compared with 43%

of non-ELL students in those same districts.

ELL ENROLLMENT IN METRO HARTFORD

PERCENT ELL STUDENTS

20%

15%

10%

5%

In Metro Hartford, more than 1 in 5 people

speak a language other than English at home.

Of the population that speak a language other than English

at home, 35% or 85,000 are not proficient in English.

CREC HARTFORD HIGHER PERFORMING* UNDER-PERFORMING** PUBLIC CHARTER

GRAPH KEY ELL Students Non-ELL Students

% AT / ABOVE GOAL

% AT / ABOVE GOAL

100

50

0

100

50

0

MATHEMATICS GAP

3 4 5 6 7 8 10

GRADE

SCIENCE GAP

3 4 5 6 7 8 10

GRADE

MULTIPLE NEEDS, MULTIPLE

CHALLENGES

Researchers believe that, on

average, it takes 2 years to master

conversational English, yet 5-7

years to master academic English.

An ELL student may appear fluent

in English for everyday conversation,

but still struggle with academic

English proficiency.

0%

2010-11 ‘11-12 ‘12-13 ‘13-14 ‘10-11 ‘11-12 ‘12-13 ‘13-14 ‘10-11 ‘11-12 ‘12-13 ‘13-14 ‘10-11 ‘11-12 ‘12-13 ‘13-14 ‘10-11 ‘11-12 ‘12-13 ‘13-14

TEACHER SHORTAGES

IN CONNECTICUT

For the last 4 years, two of

the top 3 shortages in our state

have been bilingual and world

languages educators.

YEAR

BILINGUAL EDUCATION PK-12

Shortage Rank By Teacher Type

WORLD LANGUAGES 7-12

2009–10 4 3

1 3

3 1

1 3

2 1

* In Metro Hartford: Andover, Avon, Bolton, Canton, East Granby, Ellington, Enfield, Farmington, Glastonbury, Granby, Hebron, Marlborough,

Newington, Rocky Hill, Simsbury, Somers, South Windsor, Stafford, Suffield, Tolland, West Hartford, Wethersfield. Based on SDE classification.

** In Metro Hartford: Bloomfield, East Hartford, East Windsor, Manchester, Vernon, Windsor and Windsor Locks. Based on SDE classification.

Source: State Department of Education.

2011–12

2012–13

2013–14

2014–15

% AT / ABOVE GOAL

% AT / ABOVE GOAL

100

50

0

100

50

0

READING GAP

3 4 5 6 7 8 10

GRADE

WRITING GAP

3 4 5 6 7 8 10

GRADE

79% of ELLs are eligible for free/

reduced-price lunch, compared

to 35% of all students.*

16% of ELL students are identified

for Special Education services vs.

11% of non-ELLs.

* Based on 2011-12 academic year, via State

Department of Education, CMT / CAPT data

and 2011-12 ELL Data Bulletin.


7 LATINO ENDOWMENT FUND

ENGLISH LANGUAGE LEARNERS REPORT / SUMMER 2015 8

Linguistics, immigration, and economic development

English Language Learners are an asset to our increasingly global society.

In Connecticut (2013), there are over

191,000 working-age adults with limited

English proficiency.

This population has grown 32% since 2000

and now represents 10% of the total workingage

population. Over 58% of these are

Spanish-speaking.

About 20% of all adult ELLs experienced

poverty in the last year, about twice the

rate in the state as a whole.

In Connecticut, the earned income of ELL

adults is $25,000 per year—less than half

of English-speakers’ earnings.

For the 174,000 households in CT that are considered

LINGUISTICALLY ISOLATED* HOUSEHOLDS

62%

NOT LINGUISTICALLY ISOLATED HOUSEHOLDS

28%

BELOW $50k

household income

88% BELOW $100k

BELOW $50k

household income

58% BELOW $100k

Much needs to be done to increase the opportunities for ELL children and adults

and to build on the assets of a more culturally diverse population.

The Latino Endowment Fund, as an endowed fund at the Hartford Foundation

for Public Giving, supports the advancement of the social, economic, educational

and leadership development of the Latino community. Building on the expertise

of our members, community, providers, and educators, we ask:

What can be done to ensure equitable opportunities

for English Language Learners in our region and state?

Working-age adults with limited English

proficiency earn 25-40% less than their

English-proficient counterparts.

We have an opportunity: Globalization is the future

of our workforce and economic development

Diversity contributes to our local economy

and makes our region more competitive

nationally and globally.

* All household members 14 years old and over have

at least some difficulty with English.

Immigrants and their children will account

for almost all growth in our labor force

in the coming decades.

SOME OF THE SOLUTIONS DISCUSSED INCLUDE:

State and local education policies should

recognize that speaking multiple languages

is an asset and something to build on.

Expand dual-language immersion programs

to build a more supportive multilingual

environment that can cater to both urban

and suburban families.

Amend teacher certification requirements

in Connecticut to allow for greater reciprocity

with other states to better attract talent.

Increase the maximum number of months for

which students can receive ELL services from

30 to 60 months.

Introduce a 2-year moratorium on new

ELL students being required to take statemandated

standardized tests.

Strengthen efforts to educate parents of

ELL students on the availability of supports

to assist their children as they transition

to English.

Immigrants employ 10%

of all American workers and

generate 16% of the overall

US business income.

HISPANIC ENTREPRENEURS

IN THE UNITED STATES

577,000 2,000,000

from 1990 to 2012

14K

The number of Hispanic

entrepreneurs in the U.S.

more than tripled since 1990.

Hispanic entrepreneurs grew

almost 10 times faster than

the U.S. population overall.

HISPANIC / LATINO SMALL BUSINESSES

~ 50% growth rate since 2007

Sources: American Community Survey data via IPUMS-USA, University of Minnesota, www.ipums.org, 2013; “Better Business: How Hispanic

Entrepreneurs Are Beating Expectations and Bolstering the U.S. Economy,” http://www.renewoureconomy.org/; Small Business Administration

Provide greater access to affordable

professional development to public school

teachers for supporting ELL students,

and integrate this training into teacher

certification programs.

Eliminate the state requirement that a district

must have a minimum of 20 students requiring

ELL support before receiving state funding.

All districts that teach students who need ELL

support should be eligible for state assistance.

Support better coordination and collaboration

between various adult ESL training programs.

Develop an ESL/adult education curriculum for

parents that focuses on interactions with their

children’s schools and teachers.

Provide additional support to create a smooth

transition from adult education ESL classes

to college-level ESL classes through the

development of a coordinated curriculum.

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