Sentences with phrase «primary home languages»

In Hartford a total of 43 % of the public school students go home to households in which the primary home language is not English.

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.

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.