Sentences with phrase «non-english language students»

Since poverty and language barriers are obviously factors as to who approaches the lottery process and who does not, it is not surprising that the «open enrollment process» ends up with fewer poor students, fewer non-English language students and fewer students who go home to households in which English is not the primary language.

Not exact matches

Non-English speaking students enter the school's English as a second language program, which has seen enrollment double since 1997, Supt. Tim Kanold said.

Students from non-English backgrounds are given special coaching in the English language, something that has helped me very much.

Keeping the language students have learnt from efl courses is a bit long and complex in non-english speaking countries.

Most importantly, English - proficient bilingual students who reported a non-English language as first language attained higher scores in state exams compared to students reported English as their first language and English language learners.

Although any English deficiencies should be addressed immediately, it remains an open question when students should be encouraged to resume training in their non-English first language.

• Transitional bilingual education initially provides most instruction in students» (non-English) first language, with increasing proportions of English instruction over time.

Achievement First — Hartford, Jumoke Academy, Achievement First — Elm City College Preparatory, Achievement First — Amistad, Achievement First — Bridgeport are all MORE RACIALLY IMBALANCED and all fail to educate their fair share of non-English speaking students, students who come from households in which English is not the primary language and students who need special education services.

As practiced at many districts, dual immersion means that English along with one other language is used daily in the classroom where students are also usually a mix of native English speakers and non-English speakers.

Attitudes belong to all layers of a person's identity, whether it is their role in schools as a student, teacher, paraprofessional, janitor, school board member, or bus driver; as a member of a racial or ethnic group; whether a person is an English Language Learner, is fluent in multiple languages, or is a non-English speaker; and whether a person identifies as poor, working class, low - income, middle income or high income.

The Milner School, where more than 40 percent of its students go home to households that don't use English as their primary language, will be turned over to a charter school company that has no non-English speaking students and absolutely no history, what so ever, in running English as a Second Language or English Language Learner programs.

, that are taught in two languages to ensure that non-English speaking students keep up with their English - speaking peers.

Poorer students, non-English speaking students, students who go home to a household where English is not the primary language and students with special education needs show up far less often in charter schools.

However, the Courant editorial board should be especially sensitive to the fact that there are people out there who have figured out how to game the system, while there are significant challenges facing those who are trying to teach math and science — in English — to non-English speaking students who must then turn around and take standardized tests on those subjects in a language in which they are not proficient.

Bridgeport School System is dealing with student who have 73 different non-English home languages *** Achievement First — Bridgeport First which deals with students from 2 different non-English home languages.

However, equally true is that these third and fourth grade non-English speaking or non-English proficient students being taught science and math in English and then tested in English — despite a significant number who don't speak English are very unlikely to be getting help with their English language homework in science and mathematics when they live in homes that don't use English.

In Achievement First's other New Haven charter school, Elm City College Preparatory, even fewer, 8.8 % of students return to non-English speaking homes (3 languages)

At the same time, Achievement First» sHarford Academyhas only 4.8 % of its students going home to non-English speaking households and in their case there are 4 different home languages.

Amistad Academy has only 11.8 % of its students going home to non-English households (with a total of 3 different languages).

In a city in which over 40 percent of students go home to households that don't speak English as their primary language and students come to school speaking 70 different languages, Achievement First reports that less than 5 percent of its students go home to non-English speaking households and students come from backgrounds speaking only 4 different languages.

Metropolitan Nashville Public Schools serves a diverse student population of over 83,000, 72 percent of which are economically disadvantaged and approximately 20 percent coming from non-English language backgrounds.

North Star [one of the large Newark charter networks] serves effectively no children with limited English language proficiency, in part because North Star caters to a predominantly black student population from Newark's black neighborhoods, which remain geographically segregated from the city's Hispanic and other ethnic neighborhoods and are home to non-English speaking families.

In her commentary piece, Wendy Lecker reminded readers that as part of Malloy's education reform effort, Hartford's Milner School, a school where 40 percent of the students go home to households where English is not the primary language, was given to a nearby charter school management organization Family Urban Schools of Excellence (FUSE), despite the fact that FUSE has never had a non-English speaking student attend their Jumoke Academy schools.

Jumoke was given the management contract to run Milner despite the fact that approximately 40 percent of Milner's students faced English language barriers or went home to households that didn't use English as their primary language AND JUMOKE HAD N'T HAD A NON-ENGLISH SPEAKING STUDENT IN ITS SIX - YEAR HISTORY.

In California — which has the nation's highest rate of students who speak a non-English language at home — fewer than 5 percent of public schools now offer multilingual programs.

«I think we find above all our poverty is definitely still an issue for the performance of our students, and the acquiring of a second language, our English language learners... but the gap between our [English language learners] and our non-English language learners is still there,» Perez said.