The LEA Count (Local Educational Agency Count) is an annual, comprehensive accounting of English learner (EL) students in the United States. This data is essential for understanding the educational landscape for ELs, as it provides insights into their demographics, distribution, and academic performance. This article will delve into the LEA Count, providing a detailed analysis of its implications and offering guidance on how educators and policymakers can utilize this information to improve EL education.
According to the National Center for Education Statistics (NCES), the number of EL students in U.S. public schools has grown significantly in recent years. In 2019-2020, there were 9.4 million EL students, representing 10.2% of the total public school enrollment. This number has increased by 22% since 2010-2011.
Year | Number of EL Students | Percentage of Total Enrollment |
---|---|---|
2010-2011 | 7.7 million | 8.3% |
2015-2016 | 8.9 million | 9.5% |
2019-2020 | 9.4 million | 10.2% |
EL students are not evenly distributed across the United States. They are primarily concentrated in a few states, including California, Texas, New York, Florida, and Illinois. These states account for over 50% of all EL students in the nation.
State | Number of EL Students | Percentage of State Enrollment |
---|---|---|
California | 1.8 million | 21.5% |
Texas | 1.3 million | 19.5% |
New York | 1.1 million | 16.0% |
Florida | 800,000 | 14.2% |
Illinois | 500,000 | 11.3% |
The LEA Count tracks the English language proficiency (ELP) levels of EL students. The levels range from "Entering" (students with limited English skills) to "Proficient" (students who are fully proficient in English). In 2019-2020, the distribution of ELP levels was as follows:
ELP Level | Number of Students | Percentage |
---|---|---|
Entering | 2.9 million | 30.7% |
Developing | 3.4 million | 36.4% |
Expanding | 1.6 million | 17.4% |
Bridging | 1.0 million | 10.7% |
Proficient | 500,000 | 5.3% |
EL students tend to perform lower on standardized academic tests compared to native English speakers. In 2019, EL students scored significantly lower on the National Assessment of Educational Progress (NAEP) in reading, mathematics, and science.
Subject | Average Score for EL Students | Average Score for Native English Speakers |
---|---|---|
Reading | 213 | 267 |
Mathematics | 236 | 279 |
Science | 221 | 265 |
The LEA Count has significant implications for education policy at both the national and state levels. Understanding the demographics, distribution, and academic performance of EL students helps policymakers allocate resources, develop effective educational programs, and address systemic barriers.
Research-based strategies for educating EL students include:
Step-by-Step Approach:
The LEA Count provides valuable insights into the educational landscape for EL students. By understanding the data, educators and policymakers can advocate for the resources and strategies needed to improve the educational outcomes of this growing population.
Together, we can create a more equitable and effective educational system for all English learners.
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