# data[].attributes.headline
New York State's Department of Education has a Parent Orientation video or parents of English Language Learners in many languages.

# data[].attributes.subject
New York State's Department of Education has a Parent Orientation video or parents of English Language Learners in many languages.

# data[].attributes.body
New York State's Department of Education has a Parent Orientation video or parents of English Language Learners in many languages.

# data[].attributes.attachment_link.title
Parent Orientation Video: ELL and ML Programs in New York State

# data[].attributes.attachment_link.description
This whiteboard animation video, which runs approximately twelve minutes, describes the English Language Learner identification and assessment process and outlines in detail various available program options. It also describes the differences between English as a New Language and the various Bilingual Education program models.

# data[].attributes.headline
 How educators can help newcomers in the classroom 

# data[].attributes.subject
 How educators can help newcomers in the classroom 

# data[].attributes.attachment_link.title
Making Schools a Welcoming Place for Immigrant Students

# data[].attributes.attachment_link.description
How educators can help newcomers in the classroom

# data[].attributes.headline
United Nations Sustainable Development Goal #4

# data[].attributes.subject
United Nations Sustainable Development Goal #4

# data[].attributes.attachment_link.title
UN SDG 4 - What Quality Education Means (3 Minutes)

# data[].attributes.headline
Immigration and Migration in School and Society - Start here!

# data[].attributes.subject
Immigration and Migration in School and Society - Start here!

# data[].attributes.attachment_link.title
Immigration and Migration in School and Society

# data[].attributes.attachment_link.description
Presentation - English Learners: Learning Together!

# data[].attributes.headline
United States Guidance on Services for Immigrant Children and Those Recently Arrived

# data[].attributes.subject
United States Guidance on Services for Immigrant Children and Those Recently Arrived

# data[].attributes.body
United States

# data[].attributes.attachment_link.title
Fact Sheet_ Educational Services for Immigrant Children and Those Recently Arrived to the United States (PDF) - unaccompanied-children

# data[].attributes.attachment_link.title
The integration of children of immigrants in OECD countries (EN) - acec9b49-en

# data[].attributes.body
https://www.migrationdataportal.org/profiles/morocco](https://www.migrationdataportal.org/profiles/morocco)

# data[].attributes.wish_content.attachment_props.question
Do you feel that your school system provides enough support for immigrant students?

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Yes, our school system does a good job supporting newcomers

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
So-so, we have some supports but need to do more

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
No, our school system does not have adequate supports for immigrant students

# data[].attributes.headline
In New York, migration has helped curb the state's decline in enrollment.

# data[].attributes.subject
In New York, migration has helped curb the state's decline in enrollment.

# data[].attributes.attachment_link.title
Migrant Influx Helps Curb New York’s K-12 Enrollment Decline - Empire Center for Public Policy

# data[].attributes.attachment_link.description
Refer to the dashboard at the bottom of the page for the enrollment data for each school district since the.…

# data[].attributes.body
Hi all! I have recorded a selection of my ideas here for your discussions. Please feel free to upload your opinions/responses to the question highlighted in blue here.

# data[].attributes.attachment_link.readable_text
American Councils Research Center (ARC) is pleased to announce the results of a systematic national canvass of Dual Language Immersion (DLI) programs in the U.S. DLI is a type of educational program that uses instruction in both a native and secondary language to expand learning opportunities for wide range of students. Co-Director of ARC, Dr. Robert Slater, said about the study, "The canvass of DLI programs is a vital first step in understanding the reach of these programs across the educational spectrum. Now that we know more about the number of programs we need to move forward with additional information on enrollments and program models."

With more than a decade since efforts to canvass the growth of DLI programs in the United States have been undertaken, this study represents an important initiative in understanding these essential educational programs. Effective with the fall 2021-22 school year, data was collected that identifies the number of DLI programs in each of the 50 states. Respondents were asked to identify all programs regardless of type (e.g., one-way immersion programs that serve one linguistic student group or two-way programs that serve students from two different linguistic groups). Each school that housed a program, whether a DLI elementary school or a middle school, were counted separately.

The results, highlighted in the map below, indicate that there are more than 3,600 DLI programs across the United States. 44 states report producing DLI programs, and California, Texas, New York, Utah, and North Carolina account for almost 60% of all programs. Spanish programs account for about 80% of all DLI programs followed by Chinese (8.6%) and French (5.0%).
2021 DLI Programs Across the United States
This canvass of DLI programs represents an important first step in documenting the growth and prevalence of DLI programs in the United States. It serves to underscore the rapid growth of DLI in many states and the importance of these programs for advancing language education and bilingualism, along with providing access to accountable and quality programs for all populations. Additional efforts are needed to better document and understand growth and enrollment patterns along with program and instructional models.

Read the full report here. For more information, contact Gregg Roberts, Director of Dual Language Studies, American Councils Research Center groberts@americancouncils.org.

# data[].attributes.attachment_link.title
ARC Completes National Canvass of Dual Language Immersion Programs in U.S. Public Schools

# data[].attributes.attachment_link.description
ARC Completes National Canvass of Dual Language Immersion Programs in U.S. Public Schools | American Councils Research Center (ARC) is pleased to announce the results of a systematic national canvass of Dual Language Immersion (DLI) programs in the U.S.

# data[].attributes.headline
The Census Bureau: American Bilingualism

# data[].attributes.subject
The Census Bureau: American Bilingualism

# data[].attributes.attachment_link.title
Nearly 68 Million People Spoke a Language Other Than English at Home in 2019

# data[].attributes.attachment_link.description
The number of people who spoke a language other than English at home nearly tripled from 1980 to 2019, but the number who spoke only English also increased.

# data[].attributes.attachment_link.readable_text
Imagine that you drop your first-grade student off at school, and from 8:00 a.m. to 12:00 p.m. they're learning math and English Language Arts exclusively in English. Then, after lunch, they switch classes and now they're learning science and social studies exclusively in Spanish for the rest of the day. turns into , turns into , and turns into . Sounds impossibly cool, doesn't it? And yet, thousands of students spend their days in one of the United States' more than 3,600 dual-language immersion (DLI) programs offering precisely this experience.

Dual-language programs offer students access to grade-level academic content in two languages. Students typically enter the program in their early years (ideally, ages 4 to 6 ) and develop reading, writing, listening, and speaking skills in English and a second language as they move into the secondary grades. The long-term goals of DLI programs are: bilingualism, biliteracy, high academic achievement, and cultural competency. These programs are widely recognized as the best instructional approach for helping English learners (ELs) to learn English, develop their bilingualism, and succeed academically.

Over the past decade, these programs have become increasingly popular across the country. States such as , Washington , and (some of the states with the largest EL populations) have taken large strides in expanding access to these programs for their EL students. Other states such as , North Carolina , and have created grant opportunities for local education agencies (LEAs) to start dual-language programs. (See Map 1 for the state-by-state count of current programs.)

map 1

Yet most of these approaches are piecemeal-providing small awards to select districts each year. By contrast, Texas' new dual-language policy experiment wires its support for expanding dual-language programs into the state's school funding formula. To be sure, the state has long been a in bilingual education. And its recent passage of House Bill 3 (HB 3) in 2019, may have created a blueprint for the most efficient and effective DLI program funding formula in the country.

So what does this funding formula look like?

How HB 3 Works in Texas

In 2019, the Texas Legislature passed HB 3 , a wide-ranging and historic school finance bill. Under HB 3, all students participating in a DLI program received additional Basic Education Allotment (BEA) funds. In essence, this means that schools enrolling students in DLI programs generate additional state funding, which translates into more resources to support their campuses. The state allocated an additional weight of 0.05 (for a total 0.15 weight, or $924 more in funding, at current levels) to the basic allotment for any EL student participating in a DLI program. The state also allocated an additional weight of 0.05 (for a total 0.05 weight, or $308 more in funding) for any non-EL student participating in a DLI program. In other words, for example, a DLI classroom with ten ELs and eleven non-ELs enrolled would generate $12,628 in additional state funding for their district over and above what an English-only classroom would have generated.

The bill sparked immediate results. In 2019, with the incentive of these extra funds, the number of DLI programs in Texas grew rapidly. Seven schools in the Dallas Independent school district added a dual-language immersion program a month after this bill was passed. Four schools in the Houston independent school district added DLI programs for the following school year. Currently, the state of Texas has the second-most DLI programs in the country, with more than 500 .

So what exactly has made this Texas' DLI funding formula so effective?

Funding for Non-ELs

DLI programs operate best in a linguistically integrated two-way model : bilingual instruction for ELs who are fluent in the non-English partner language (Spanish, Mandarin, French, Hmong, and so on) and non-ELs who are fluent in English. Yet, it can be difficult to fully fund two-way model dual language programs, given that non-ELs usually do not receive the additional language program funding that ELs generate. This funding structure sets up an inherent tension: if non-ELs get seats in bilingual education programs to convert them into two-way DLI models, they generate less funding for the programs than ELs. But if non-ELs don't receive seats, the result will be linguistically segregated "one-way" bilingual programs, and so while they will have more funding, they also will likely be less effective for the ELs who are enrolled.

In a study of dual language programs in Texas , the costs of providing curriculum and assessments for non-ELs ranged from $5,000 per program in small dual language programs to more than $17,000 in large dual language programs. These high costs can deter districts from adopting two-way dual language programs and stick to more traditional English language development programs (transitional EL, pull-out ESL).

By providing extra funding for non-ELs in dual language programs, Texas promotes and makes the adoption of integrated two-way dual language programs more accessible for schools that wish to adopt the most effective DLI program model.

Annual Funding

Most states do not continue to provide substantial funding for DLI programs outside of the initial one- to three-year start-up range. In the state of Oregon, for example, two schools each year are awarded start-up grants of $10,000 each to support start-up costs and training costs of DLI programs. An additional $31,050 is provided for the second year. In Utah, twenty to twenty-five schools receive funding to start up dual language programs at a maximum of $100,000 each year for the first two years. While these funding models are productive and support the growth of dual language programs across each respective state, effective funding for stable, high-quality implementation of educational reforms like dual language programs should not be a one-shot deal.

In Texas, it's a different story. By increasing the annual BEA funding for all students in dual language programs, as long as enrollment projections remain relatively stable, schools have access to a dependable and annual source of extra funding for their dual language programs. In return, these programs are sustainable and affordable in the long-run.

Prioritizing Placement of ELs in Dual Language Immersion Programs

The incentive that HB 3 creates for schools to place their ELs in dual language programs may be the most controversial part of the funding formula. In the state of Texas, ELs not enrolled in dual language programs receive an additional weight of 0.10 ($616 per year) while EL's enrolled in dual language programs are allocated an additional weight of 0.15 ($924 per year).

The premium HB 3 places on DLI program enrollment has been a point of concern for many education advocates in Texas, being that only 20 percent of EL students are enrolled in DLI programs, and many school districts are unable to offer dual language programs due to a shortage of qualified bilingual teachers. Many advocates believe that the funding for EL students should increase evenly as a whole across the spectrum of EL programs.

This critique is certainly fair-but it is also compatible with HB 3. That is, there is no reason that Texas cannot raise its funding weight for EL students in instructional programs, while also retaining an additional weighting to incent districts to establish integrated, evidence-based DLI programs.

Providing extra funding for DLI programs serves as an incentive for school districts to actually adopt dual language programs. Without these additional funds for dual language programs, school districts have no monetary incentive to adopt DLI programs since they're more costly and require more logistics. This extra money is necessary for the expansion of DLI programs because it encourages school districts to adopt the DLI program model over other forms of bilingual education.

Looking Ahead

Dual language Immersion programs are the future of bilingual education in America. In response to widespread demand from families and communities, states across the country, regardless of political ideology, have begun to increase their supply of these programs. As states begin to re-evaluate how they fund bilingual education and support their EL students, targeted dual language immersion program funding should be a part of the equation. By (1) funding non-ELs in DLI, (2) providing annual funding, and (3) prioritizing DLI programs, Texas has created a solid blueprint to serve as a foundation for funding these programs. Now it's time for other states to follow their lead and expand on their own DLI program funding formulas.

Tags: education, k-12 education, English Language Learners

# data[].attributes.attachment_link.title
How Texas Is Funding the Expansion of Dual Language Programs

# data[].attributes.attachment_link.description
Imagine that you drop your first-grade student off at school, and from 8:00 a.m. to 12:00 p.m. they're learning math and English Language Arts exclusively in English. Then, after lunch, they switch classes and now they're learning science and social studies exclusively in Spanish for the rest of the day.

# data[].attributes.headline
Immigration, Migration, and North Carolina Schools

# data[].attributes.subject
Immigration, Migration, and North Carolina Schools

# data[].attributes.headline
After viewing the presentation, try this Kahoot!

# data[].attributes.subject
After viewing the presentation, try this Kahoot!

# data[].attributes.attachment_link.description
Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

# data[].attributes.body
Good evening,

In my country, Oman our native language is Arabic and English is considered an essential part of the educational system. The largest percentage of immigrants in Oman come from Bangladesh,India and Pakistan. We have private schools such as the Bangladesh school, the Indian school and the Pakistani school. Migrant’s children usually enroll in these schools and continue their college studies in English . In public school where I work, I haven’t faced challenges related to migration because most of the newcomers are from Arab countries .

# data[].attributes.body
My school offers the standard EL courses to support students who are English Language Learners. However, since we're independent studies, the student usually determines engagement. If students aren't engaged, because they're having difficulty accessing curriculum for language reasons, there's nothing really there to help them over the hump.

# data[].attributes.body
SEEO is under PUSD. Here is information about their Dual Language Immersion Program.

# data[].attributes.attachment_link.description
This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

# data[].attributes.body
SEEO is under PUSD. Here is information about their EL program.

# data[].attributes.attachment_link.readable_text
Director of Curriculum and Instruction - English Learner/Multilingual Learner Program
Juan Ortiz

Program Administrator - English Learner/Multilingual Learner
Juan Arretche

Administrative Secretary II
Karen Ramirez

Research Technician
Mireya Flores

Teacher on Assignment
Laura Maguire
Sandra Mendoza
Claudia Sanchez

Teacher Specialist
Julieta Pantoja
Jody Britten
Noelle Toxqui

8:00 a.m. to 4:30 p.m.

800 S Garey Ave., Suite 208

Phone: (909) 397-4800, ext. 23603

Pomona Unified School District will collaborate with all educational partners to provide English Learner/Multilingual Learners with rigorous, equitable, research-based programs that build on their cultural and linguistic strengths, addresses their individual academic and socio-emotional needs, and empowers them to leverage their linguistic abilities to successfully access college and career opportunities as accomplished multilingual global citizens.
Program Overview

Implement the district's program for English Learners, including staff development opportunities needed to implement quality instruction.

Collect information for the English Learner Program.

Assist teachers in meeting the requirements for teachers to teach English Language Learners.

Coordination of assessments for English Language Learners.

Coordination and support of the AVID Excel program.

Coordination and support of the Dual Language Immersion Program.

Extended Learning Opportunities for English Learners

# data[].attributes.attachment_link.description
Vision for English Learner Program: English Learners in Pomona Unified School District will receive focused, rigorous, and equitable language instruction that builds on their linguistic strengths, addresses their individual needs, and supports their ability to effectively communicate in the English Language.

# data[].attributes.body
SEEO is under PUSD. Here are the Pupil and Community Services that are offered.

# data[].attributes.attachment_link.description
This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

# data[].attributes.body
In Oman the basic language is Arabic but English considered as essential part of education