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
For more information, contact Wanda Y. Correa at 860-548-1888
or email@example.com 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
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
in last 25 years
How can we harness the assets of by a multilingual population to enhance
our community and create stronger links to the global marketplace?
to the state since 2005*
This population arrives with complex social and economic needs.
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
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
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
3 4 5 6 7 8 10
3 4 5 6 7 8 10
MULTIPLE NEEDS, MULTIPLE
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
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
For the last 4 years, two of
the top 3 shortages in our state
have been bilingual and world
BILINGUAL EDUCATION PK-12
Shortage Rank By Teacher Type
WORLD LANGUAGES 7-12
2009–10 4 3
* 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.
% AT / ABOVE GOAL
% AT / ABOVE GOAL
3 4 5 6 7 8 10
3 4 5 6 7 8 10
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
This population has grown 32% since 2000
and now represents 10% of the total workingage
population. Over 58% of these are
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
NOT LINGUISTICALLY ISOLATED HOUSEHOLDS
88% BELOW $100k
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
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
Strengthen efforts to educate parents of
ELL students on the availability of supports
to assist their children as they transition
Immigrants employ 10%
of all American workers and
generate 16% of the overall
US business income.
IN THE UNITED STATES
from 1990 to 2012
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
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.