The program is targeted to preschoolers with a maximum family income of 250 % of the federal poverty level ($ 60,750 for a family of four), and children are prioritized for enrollment based on income and other risk factors, such as a diagnosed disability,
primary home language other than English, or parent (s) with low educational attainment.
In Hartford a total of 43 % of the public school students go home to households in which
the primary home language is not English.
Not exact matches
When Google
Home launched in Canada this summer, it gave users the option to choose either one as Google Assistant's
primary language.
Estimates are adjusted for child age, sex, fetal growth, gestational age, race / ethnicity, and
primary language and for maternal age, parity, smoking status, IQ, depression, employment, and child care at 6 months» post partum, as well as for parental education level, annual household income, and
Home Observation Measurement of the Environment short form score.
In England, almost one in five
primary school pupils speak a
language other than English at
home.
They got
language approved dropping maximum income levels for financial help for owners of
primary residences, except for second
homes, where people making over $ 275,000 are not eligible.
Among those reaching this level of mastery are many Hispanic students and others who come from
homes where the
primary language is not English: they acquire early reading skills on par with their peers.
Definitions should be generally agreed on and accepted;
language used about bullying, cyberbullying, cybersafety and wellbeing is most effective if it is consistent between secondary schools,
primary feeder schools,
home and the wider community.
The number of students who are aware of school cliques based on any of the following: academic ability, athletic ability, beliefs, ethnicity, family income, gender, hobbies / interests,
home neighborhood,
primary language spoken, musical interest, personal appearance, race, sexual orientation, and / or style.
The group among the following that appears to be the most difficult to break into: a group formed based on academic ability, athletic ability, beliefs, ethnicity, family income, gender, hobbies / interests,
home neighborhood,
primary language spoken, musical interest, personal appearance, race, sexual orientation, or style.
The number of students who have ever been part of a group that rejected others, based on academic ability, athletic ability, beliefs, ethnicity, family income, gender, hobbies / interests,
home neighborhood,
primary language spoken, musical interest, personal appearance, race, sexual orientation, or style.
The number of students who have felt unwelcome or rejected by a particular group because of their academic ability, athletic ability, beliefs, ethnicity, family income, gender, hobbies / interests,
home neighborhood,
primary language spoken, musical interest, personal appearance, race, sexual orientation, or style.
Marsons class in the study included 13 students who came from
homes where the
primary language was Portuguese.
Studying and researching the development of young children growing up in
homes where English is not the
primary language, has led her to believe firmly in how important first and second
language development are to later learning.
Hartford vs. Charter Schools: Servicing students who go
home to households where English in not the
primary language:
Although Berkeley's student assignment plan allows parents to rank - order their first - choice, second - choice, and third - choice schools, it considers a number of factors in the actual assignment process, including the parent's level of education, income, and
primary language spoken at
home.
The data is very clear, AF students are less poor than students in the district schools, they have less English as a second
language needs, they go
home to schools where English is usually the
primary language and they have less special education needs.
The area has a high population of immigrant families, and more than 60 percent of students come from
homes in which English is not the
primary language spoken.
I've also be clear that I believe the reason the test scores are higher is that not only are classrooms sizes small etc. etc. but that AF and other charters are pulling those students that are less poor, speak primarily English, do not go
home to households that don't have English as their
primary language and have fewer special education needs.
ELLs who have not learned to read in their
primary or
home language face the enormous challenge of acquiring the initial concepts and skills of literacy in English, a
language they have not fully mastered.
More than 60 percent of the students come from families where English is not the
primary language spoken at
home.
If a parent or guardian reports on the
home language survey that a
language other than English is the student's initial
language learned or the
primary language used at
home, the student is required to take the CELDT, the LAO noted.
The same fact explains the large discrepancy between the percent of Hartford kids who live in
homes where English is not the
primary language (43 %) and the percent of A.F.H.A. kids who live in such
homes (5 %).
Compounding the problem further, it is estimated that, by the year 2010, over 30 percent of all school - age children will come from
homes in which the
primary language is not English.
6 aren't fluent in English, 10 others speak English but come from
homes where English is not used as their
primary language and 5 students have special education needs.
In New London, 93.8 % of the children are eligible for free and reduced price lunch, 21.4 % are English
Language Learners, 13.5 % receive special education services, 30 % did not attend preschool and 24.7 % come from
homes where English is not the
primary language.
In fact, not a single one of Jumoke's more than 430 students goes
home to a household that doesn't use English as their
primary language.
In Bridgeport Schools, 98.4 % are eligible for free / reduced price lunch, 13.6 % are English
Language Learners, 40.4 % come from
homes where English is not the
primary language and 12.4 % receive special education services.
The follow chart shows, yet again, that charter schools cream off the children that are less poor and they provide very limited access to Latino students, especially those who go
home to families where English is not the
primary language.
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.
In Hartford 52 % of the students are listed as Hispanic and 43 % of all Hartford students go
home to households in which English is not the
primary language or in many cases even spoken.
At Achievement First Bridgeport Academy, only 66 % are eligible for free / reduced price lunch, 6 % are English
Language Learners, only 6 % come from
homes where English is not the
primary language and only 8 % receive special education services.
In Hartford, where well over 40 percent of the students go
home to households where English is not the spoken
language, less than 5 % of Academy First's students come from
homes where English is not the
primary language.
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.
And in Bridgeport, 40.4 % of the students come from
homes where English is not the
primary language (There are a total of 73 different
home languages in Bridgeport).
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.
As the Courant knows, 40 percent of Hartford students go
home to households that do not use English as their
primary language.
In Bridgeport, 14 percent of the students don't speak English and 40 % go
home to households that don't use English as their
primary language.
Bridgeport School System has 40.4 % of its students who come from
homes where English is not the
primary language.
In New Haven, 27.9 % of the school system's students come from
homes where English is not the
primary language (with a total of 61 different
languages).
All students are given a
home language survey asking parents to indicate the
primary language spoken in the
home.
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.
The Achievement First schools are more racially isolated students, have students that are less poor, and have far fewer students going to
homes where English is not the
primary language
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.
In fact, Connecticut's charter schools are particularly brutal on locking out students who are not fluent in English — which are usually the children who come from
homes where English is not the
primary language.
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.
30 % of students come from families where the
primary language spoken in
home is not English.
ELL students who have not yet learned to read in their
primary or
home language face the enormous challenge of acquiring the initial concepts and skills of literacy in English, a
language they have not fully mastered.
New Haven vs. Achievement First — Elm City College Prep: Servicing students who go
home to households where English in not the
primary language:
The charter schools run by Achievement First include far fewer Latino students than are in the surrounding community, have far few students who are not proficient in the English
language and far more students who go
home to households where English is the
primary language spoken.