The label “Independent Elementary” refers to those elementary school districts that are geographically independent of other school districts. Some elementary school districts share territory with one or more secondary school districts. On the maps, the label “Elementary” includes all school districts that are financially responsible for providing education only to children in the elementary grades.
![easyworship with dual language projection easyworship with dual language projection](https://alternative.me/media/512/easyworship-thumbnail-shi3wn42ylm1utl1-c.png)
However, because of the way Vermont reports its data, the percentage change in LIEP cannot be calculated. In addition, because Vermont reports LIEP enrollment only for supervisory unions and such enrollment cannot be attributed to districts, the map suggests Vermont has no ELs in LIEP. Illinois and Mississippi have missing data for almost all districts. Note that not all ELs are enrolled in LIEP. The map showing the percentage change in the number of ELs enrolled in an English language instruction educational program (LIEP) uses publicly available data from the Common Core of Data (CCD). Because of data quality concerns, this map uses Rhode Island’s and Vermont’s school-level EL enrollment aggregated to the LEA-level. The map showing the percentages of students who are ELs is based on EL enrollment counts from EDFacts and total student enrollment from the Common Core of Data (CCD). the data were suppressed for privacy protection (fewer than six students enrolled).the district did not match with the National Center for Education Statistics’ district boundary file or.the district has more than 100 percent of its students reported as ELs.the district has missing EL enrollment, LIEP enrollment, or total student membership.See figure notes for specific data sources.Ī district might have “null/missing data” indicated on the maps, or may not appear on the maps, if These figures represent the latest look at ELs across the country, primarily using publicly available data for the 2014––10 school years. Information about the characteristics and location of ELs in the following story map may help inform decisions about the provision of instructional supports and services for these students. The need to support less commonly spoken languages could also be different across school districts.
![easyworship with dual language projection easyworship with dual language projection](https://alternative.me/media/512/easyworship-thumbnail-h7wojz1qh152o1a2-c.png)
While Spanish was the most common language spoken by ELs at home in 2014–15, in some states there was more variation in the home language. 1 Under the Every Student Succeeds Act, states must annually assess the English language proficiency of ELs, provide reasonable accommodations for them on state assessments, and develop new accountability systems that include long-term goals and measures of progress for ELs. Between the 2009––15 school years, the percentage of EL students increased in more than half of the states, with increases of over 40 percent in five states. English learners (ELs) are a growing part of the K–12 student population.