Fact Sheet

FebruaryAugust 20182017 English Learners in Demographics, Outcomes, and State Accountability Policies

By Julie Sugarman and Courtney Geary

This fact sheet provides an overview of key characteristics of the foreign-born and English Learner (EL) populations in Florida. It aims to build understanding of the state demographic context, how ELs are performing in K-12 schools, and the basics of state policies for EL education under the federal Every Student Succeeds Act (ESSA), enacted in December 2015. The transition to ESSA is ongoing, with states slated to update their data reporting systems by December 2018. As a result, the data this fact sheet uses to describe student outcomes No Child Left Behind Act primarilyis implemented reflect will systems improve and the accountability accuracy and policies availability developed of these under data. the (NCLB, in effect from 2002 through 2015). Many of the changes expected as ESSA

TheDepartment first section of Education. examines Athe discussion demographics of EL studentof Florida outcomes using U.S. as Census measured Bureau by standardized 2016 Americantests follows, Community and the fact Survey sheet (ACS) concludes data, and with EL a studentsbrief overview as reported of Florida by the accountability Florida mechanisms that affect ELs under ESSA. a c t s F

I. Demographic Overview of Foreign-Born and EL Populations in Florida

a t i o n In 2016, approximately 4,237,000 foreign-born individuals resided in Florida, accounting for l overall (14 percent), as seen in Table 1. Historically, Florida has been a destination for u 21 percent of the state population—higher than the immigrant share of the U.S. population p foreign-born population (see Table 1). The growth rate of the immigrant population in o substantialFlorida has numbersremained of relatively immigrants, constant, with thedecreasing state home only to slightly almost from 10 percent 61 percent of the in U.S. the period between 1990 and 2000 to 59 percent between 2000 and 2016. Nevertheless,

native-born population. Age group trends in Florida mirror broader national trends, with

E L P thisdisproportionately growth rate outpaced smaller that shares of the of foreign-bornoverall U.S. immigrant individuals population in the birth-to-age-17 as well as of thebrackets compared to the native born.

With a large population of immigrants, it follows that the share of school-age children with

overall (26 percent), as shown in Table 2. Additionally, about 81 percent of children of oneimmigrants or more in foreign-born Florida were parents native isborn, higher compared in Florida to 86(34 percent percent) nationwide. than in the In United Florida, States 38 percent of children in low-income families had one or more foreign-born parents, which is higher than the share of low-income children nationally (32 percent). Table 1. Foreign- and U.S.-Born Populations of Florida and the , 2016 Florida United States Foreign Born U.S. Born Foreign Born U.S. Born Number 4,236,511 16,375,928 43,739,345 279,388,170 Share of total population 20.6% 79.4% 13.5% 86.5% Population Change over Time % change: 2000-16 58.6% 23.0% 40.6% 11.6% % change: 1990-2000 60.6% 18.1% 57.4% 9.3% Age Group Share under age 5 0.6% 6.7% 0.7% 7.0% Share ages 5-17 4.7% 17.3% 5.1% 18.5% Share ages 18+ 94.7% 76.1% 94.2% 74.5% Source: Migration Policy Institute (MPI) Data Hub, “State Immigration Data Profiles: Demographics & Social,” accessed May 15, 2018, www.migrationpolicy.org/data/state-profiles/state/demographics/FL/US/.

Number of ELs. percent of Florida children ages 5 to 17 are AtLEP. the3 In state contrast, level, theACS most data recentindicate data that from 5 the ACS data on the Limited Florida Department of Education, from school EnglishLEP individuals Proficient counted (LEP) populationas those who rely speak on year (SY) 2017–18, indicate ELs represented self-reportingEnglish less than of English“very well.” proficiency, At the national with 10 percent of the state K-12 student population, or 279,662 students.4 children ages 5 to 17 are LEP,1 while data the level,states ACS submitted data indicate to the federalthat 5 percent government of U.S. put the EL share of the total K-12 population at 10 children, they can be used to examine (with percent in Fall 2015.2 Althoughdue caution) ACS the data nativity seem toof undercountELs, a variable EL

Table 2. Nativity and Low-Income Status of Children in Florida and the United States, 2016 Florida United States Share of Share of Number Population Number Population (%) (%) Children between ages 6 and 17 with 2,629,178 100.0 47,090,847 100.0 Only native-born parents 1,726,437 65.7 34,838,528 74.0 One or more foreign-born parents 902,741 34.3 12,252,319 26.0 Child is native-born born 734,678 27.9 10,501,024 22.3 Child is foreign born 168,063 6.4 1,751,295 3.7 Children in low-income families 1,794,316 100.0 28,363,805 100.0 Only native-born parents 1,105,680 61.6 19,216,957 67.8 One or more foreign-born parents 688,636 38.4 9,146,848 32.2 Note: The definition of children in low-income families includes children under age 18 who resided with at least one parent and in families with annual incomes below 200 percent of the federal poverty threshold. Source: MPI Data Hub, “State Immigration Data Profiles: Demographics & Social.”

2 English Learners in Florida: Demographics, Outcomes, and State Accountability Policies Fact Sheet

Table 3. Nativity of Florida and U.S. LEP Students, 2012–16 Share of K-12 LEP Children Born in the United States (%) Grades K-5 Grades 6–12 Total Florida 74.3 45.0 59.1 United States 82.3 56.5 70.6 Note: Analysis based on Limited English Proficient (LEP) children ages 5 and older enrolled in grades K-12. Source: MPI analysis of U.S. Census Bureau pooled 2012–16 American Community Survey (ACS) data, accessed through Minnesota Population Center, University of Minnesota, “Integrated Public Use Microdata Series,” accessed April 25, 2018, https://usa.ipums.org/usa/. school data systems do not capture. Table 3 2017–18 were clustered in southern Florida shows that in Florida, 59 percent of school-aged children who were reported as LEP in census and the counties comprising (-Dade, Broward, and Palm Beach) larger share among elementary school children datathan wereolder bornstudents. in the The United rate States,of native-born with a Tampalargest (Hillsboroughnumbers of ELs, County) shown and in Table Orlando 5, (Orangethese students County). made In the up districtsbetween with 5 percent the somewhat higher, at 71 percent. (Duval) and 20 percent (Miami-Dade) of total LEP children in the United States overall was enrollment. The most recent data available that show the top languages spoken by ELs in Florida come Finally, Table 6 shows that as grade level increases, the share of ELs in Florida K-12 Reports submitted by each state to the federal schools decreases. Whereas 17 percent of early- fromgovernment. the Consolidated Table 4 shows State thatPerformance in SY 2015-16, elementary students were ELs in SY 2017–18, Spanish was spoken by almost three-quarters

Portuguese, and the next most commonly that figure dropped to 6 percent for grades 9 ofspoken Florida languages. ELs, with Haitian/, throughthus exit 12. EL Thisstatus) reflects over timethe trend than thatimmigrate more students achieve English proficiency (and Among Florida school districts with toframe. the United States as adolescents or remain districts with the largest number of ELs in SY ELs beyond the typical five- to seven-year time enrollment of more than 5,000 ELs, the five Table 4. Top Home Languages Spoken by Florida ELs, SY 2015–16 Share of ELs with a Home Language Number of ELs Other Than English (%) Spanish; Castilian 199,973 74.6 Haitian; Haitian Creole 20,881 7.8 Portuguese 4,879 1.8 Arabic 3,475 1.3 Creoles and pidgins (Other) 2,681 1.0 EL = English Learner; SY = School Year. Note: Share calculated based on 268,109 Limited English Proficient (LEP) students reported by the state in SY 2015– 16. Source: U.S. Department of Education, “SY 2015-2016 Consolidated State Performance Reports Part I—Florida,” updated October 18, 2017, https://www2.ed.gov/admins/lead/account/consolidated/sy15-16part1/index.html.

3 Migration Policy Institute Table 5. Number of ELs and EL Share of Students in Florida School Districts with More Than 5,000 ELs, SY 2017–18 EL Share of Students in District Number of ELs (%) Miami-Dade 72,051 20.3 Broward 33,609 12.4 Orange 30,719 15.0 Hillsborough 25,462 11.7 Palm Beach 24,946 12.9 Osceola 12,995 19.7 Polk 10,768 10.3 Lee 9,797 10.5 Collier 7,325 15.6 Pinellas 6,633 6.5 Manatee 6,317 12.9 Duval 6,234 4.8 EL = English Learner; SY = School Year. Notes: Count includes prekindergarten students as well as K-12 students. To generate the data report used to create this table, visit the Florida Department of Education website and click on “Florida PK-20 Education Information Portal.” Then, click the “PK-12 Portal” tab at the top of the page. Under “Students,” click “Enrollment.” Select the tab labeled “Build Your Own Table,” and drag “ELL Status” from the left-hand menu to the table in the middle of the page. Source: Florida Department of Education, “PK-20 Education Data Warehouse,” accessed August 3, 2018, www.fldoe. org/accountability/data-sys/edw/.

Table 6. Number of ELs and EL Share of Students in Florida, by Grade, SY 2017–18 Grades K-2 Grades 3­–5 Grades 6–8 Grades 9–12 EL share of students in 16.7% 12.0% 7.3% 5.9% grade band Number of ELs 102,987 79,227 46,998 50,450 EL = English Learner; SY = School Year. Note: To generate data report used to create this table, visit the Florida Department of Education website and click on “Florida PK-20 Education Information Portal.” Then, click the “PK-12 Portal” tab at the top of the page. Under “Students,” click “Enrollment.” Select the tab labeled “State Level,” and drag “ELL Status” from the left-hand menu to the table in the middle of the page. Source: Florida Department of Education, “PK-20 Education Data Warehouse.”

II. EL Student Outcomes in Florida subgroupstudents who and remainnew ELs in are the identified EL subgroup as they are not enterperforming the U.S. at school a level system. where their By definition, achievement This section looks at outcomes of the EL on mainstream assessments is comparable to subgroup on state standardized assessments. It is important to note two things about the participation of ELs on these assessments. First, thatseveral of their years English-proficient of learning English, peers. concerns Whereas about compared to other student subgroups based on this lag is expected for students in their first ethnicity, poverty, gender, and special education status, ELs are a much more dynamic population: the significant numbers of long-term ELs—those identified(ELA) and asmath ELs have for six driven or more policymakers years—not scoring proficient in arts 4as students gain proficiency, they exit the EL English Learners in Florida: Demographics, Outcomes, and State Accountability Policies Fact Sheet

Table 7. Share of Florida ELs and Non-ELs with a Passing Score for English Language Arts (%), by Grade, SY 2016–17 Grade Grade Grade Grade Grade Grade Grade Grade 3 4 5 6 7 8 9 10 (%) (%) (%) (%) (%) (%) (%) (%) Share of ELs who 32.3 15.8 12.4 11.6 10.8 14.1 9.0 6.4 passed Share of non-ELs 63.0 60.2 57.3 55.6 55.2 57.7 55.4 52.9 who passed EL = English Learner; SY = School Year. Note: To generate data report used to create this table, visit the Florida Department of Education website and click on “Florida PK-20 Education Information Portal.” Then, click the “PK-12 Portal” tab at the top of the page. Under “Assessments,” click “English Language Arts.” Select the tab labeled “State Level,” and drag “ELL Status” from the left-hand menu to the table in the middle of the page. Source: Florida Department of Education, “PK-20 Education Data Warehouse”. to strengthen the ways they hold schools remained relatively consistent, between 44 accountable for EL outcomes on academic points (grade 8) and 47 points (grade 10), with assessments. the exception of grade 3 (31 points).

Achievement gaps for mathematics were to exempt newly arrived EL students from somewhat smaller compared to ELA, as seen in Second,taking the under ELA NCLB,test for states one year were and allowed to exclude Table 8, with a low of 18 points (grade 3) and the math scores of those newcomers from a high of 35 points in Algebra 1. Other than in accountability reports. For that reason, the grades 3 and 8 and Algebra 2, when the gap was results below do not include all Florida ELs. more modest (between 18 and 23 points), all The rules for including newly arrived ELs in other exams showed a gap of 31 to 35 points. reports on subgroup outcomes will change as ESSA provisions go into effect in 2018 (see Table 9 shows that achievement gaps between “Accountability for EL Academic Achievement” EL and non-EL students in science were 40 below). points and 41 points in 5th and 8th grade, respectively. For high school end-of-course Florida administers the Florida Standards assessments, these gaps were 43 points for Assessments (FSA) for accountability purposes. The FSA in ELA is given in grades 3 to 10 and in math to students in grades 3 to 8. Students in Biology 1, 44 points for Civics, and 48 points for grades 5 and 8 also take the Statewide Science U.S.Finally, History. graduation rates in Florida have been Assessment, and students in high school take end-of-course assessments in math, social overall and for subgroups such as ELs, but wide studies, and science. Results for all of these increasinggaps remain over between the last ELs five and years all students.for students For the class of 2017, the share of ELs to graduate levels: inadequate, below satisfactory, within four years was 67 percent, compared to assessments are reported in five achievement a four-year graduation rate of 82 percent for all three are considered a passing score.5 students.6 These rates are comparable to those satisfactory, proficient, and mastery; the latter at the national level for the most recent year Table 7 shows considerable achievement gaps available (SY 2015–16), which were 67 percent between the share of ELs and of non-ELs with for ELs and 84 percent for all students.7 a passing score in ELA. The size of the gap

5 Migration Policy Institute Table 8. Share of Florida ELs and Non-ELs with a Passing Score in Mathematics (%), by Grade or Course, SY 2016–17 Grade Grade Grade Grade Grade Grade Algebra Geo- Algebra 3 4 5 6 7 8 1 metry 2 (%) (%) (%) (%) (%) (%) (%) (%) (%) Share of ELs who 46.7 34.6 28.6 21.4 21.7 24.5 28.0 24.2 26.9 passed Share of non- 64.6 66.8 60.4 53.7 55.2 47.8 62.7 55.1 49.3 ELs who passed EL = English Learner; SY = School Year. Note: To generate data report used to create this table, visit the Florida Department of Education website and click on “Florida PK-20 Education Information Portal.” Then, click the “PK-12 Portal” tab at the top of the page. Under “Assessments,” click on one of the following: “Mathematics,” “Algebra 1,” “Geometry,” or “Algebra 2.” Select the tab labeled “State Level,” and drag “ELL Status” from the left-hand menu to the table in the middle of the page. Sources: Florida Department of Education, “PK-20 Education Data Warehouse.”

Table 9. Share of Florida ELs and Non-ELs with a Passing Score in Science and Social Studies (%), by Grade or Course, SY 2016–17 Science Science U.S. Biology 1 Civics Grade 5 Grade 8 History (%) (%) (%) (%) (%) Share of ELs who passed 15.4 10.5 22.7 28.9 21.3 Share of non-ELs who passed 55.2 51.0 66.1 72.6 69.5 EL = English Learner; SY = School Year. Note: To generate data report used to create this table, visit the Florida Department of Education website and click on “Florida PK-20 Education Information Portal.” Then, click the “PK-12 Portal” tab at the top of the page. Under “Assessments,” click on one of the following: “Science,” “Biology 1,” “Civics,” or “U.S. History.” Select the tab labeled “State Level,” and drag “ELL Status” from the left-hand menu to the table in the middle of the page. Sources: Florida Department of Education, “PK-20 Education Data Warehouse.”

III. Accountability under ESSA states to develop their own English language In 2017, all 50 states (plus the District of required Annual Measurable Achievement proficiency indicator (replacing the three the new policies began in SY 2017–18. Columbiaoutline their and approach Puerto Rico) to complying submitted with plans ObjectivesHowever, as in many NCLB). states Implementation have adopted of new tonew the accountability U.S. Department regulations of Education under that ESSA. Among the new requirements are provisions requiring states to standardize how they oryears, significantly some intend revised to wait English to update language their identify students for and exit them from EL proficiency assessments over the last few status, extending the number of years schools can include former ELs’ scores in reporting on Englishnew assessments. language proficiency benchmarks until the outcomes of the EL subgroup, and allowing they have collected sufficient data from the

6 English Learners in Florida: Demographics, Outcomes, and State Accountability Policies Fact Sheet

recommendation of a school English Language Learn More about ELs and ESSA as well as additional evidence.9 It is not clear For additional analysis, maps, and state- Learnerfrom Florida Committee regulations based which on the assessments above scores level data on English Learner education districts use for listening/speaking and reading/ in the United States, check out the MPI writing. However, guidelines for SY 2017–18 ELL Information Center and its ESSA indicate that districts may use any of the WIDA resources. the Kindergarten W-APT, or the Kindergarten Consortium’sMODEL) for that assessments purpose.10 (the WIDA Screener,

A. Identification and Reclassification of for ELLs 2.011 annually until they score highly ELs Once identified, ELs are given the WIDA ACCESS Following federal guidelines, all states require schools to follow a two-step process for enoughcomposite to bescore reclassified of at least as 4.0 English out of proficient. 6.0 on identifying students as ELs. First, parents or To be reclassified, students must have a guardians complete a home-language survey reading component; students in a grade that when they enroll their child in a new school thecompletes ACCESS, the with FSA a forscore ELA of must at least also 4.0 achieve on the a 12 district. The survey generally includes one passing score (level 3 or above). to four questions to identify students whose households where a language other than English is spoken. B. Accountability for English Language first language is not English or who live in Proficiency If students in such circumstances do not already Whereas parents and teachers are primarily have scores from a state-approved English interested in the progress of individual students a screening test to gauge their English language accountability systems track whether the ELs languageability in listening,proficiency speaking, test on file,reading, they andare given towardin entire English schools language and districts proficiency, are progressing state writing (as required by ESSA). Students scoring determined timeline. States include English must inform parents in a timely manner of their to and achieving proficiency within the state- below proficient are categorized as ELs. Schools systems in two ways. First, they set a long-term of the types of support the school can provide, languagegoal for increasing proficiency the in percent their accountability of students child’sincluding English the right language to opt proficiency out of services level (but and not the right to decline EL status and subsequent interim goals along the way), and, second, annual testing).8 makingthey include progress an annual toward indicator proficiency of progress (with

calculation they use to identify schools in need towardof improvement. English language13 proficiency in the Inlanguage Florida, survey students and are one identified of the following: as ELs if they have an affirmative response to the home- Florida students are expected to take a listening and speaking on a state English in grades K-12, a score below proficient on 3–12, a score below the 32nd percentile on maximumconsidered of on five track years if they to achieve increase English their overall languagea standardized proficiency test in assessment; reading and in writing grades language proficiency. Students will be number or maintain a composite score better writing sections of the state English language proficiencythan 4.0 (as scorethey continueto the next to highestwork toward whole or below proficient on the reading and passing the state ELA test). About 60 percent of proficiency assessment; or, in any grade, the 7 Migration Policy Institute Florida ELs made enough progress in 2017 to the EL subgroup for the purpose of calculating school and district grades, but will include them for four years in its reporting of EL subgroup achievethe share proficiency of ELs making within the the expected given timeline. amount outcomes.15 Usingof progress this baseline, by about the 2 percent state aims each to year increase with a goal of reaching 66 percent by SY 2019–20. In line with ESSA guidance, Florida plans to factor two types of exemption states may choose in whether schools are making relatively less Unliketo apply for to other recently subgroups, arrived ELsESSA on also state provides progress in moving students toward English standardized tests: schools in need of comprehensive support and 14 1. proficiencyimprovement. in their criteria for identifying can be exempt from taking the ELA test. They Inmust their be first tested year in inmath the thatUnited year, States, but their ELs scores will not be included in accountability C. Accountability for EL Academic calculations. Regular test-taking and ac- Achievement countability procedures will apply thereafter. In addition to progress toward English 2. year, but their scores can be excluded from and include in their accountability systems accountability measures. In the second year, data on how well ELs, as a subgroup, are ELs take ELA and math tests in their first proficiency, ESSA requires states to report outcomes on both tests are reported as a performing on the indicators that apply to all growth score from year one to year two. students (including ELA, math, and science From their third year on, students are as- tests; graduation rates; and a school-quality or sessed and their scores included in account- student-success indicator such as attendance). ability measures as is done for all students. identify schools for comprehensive support States also have a third option: they may assign Usingand improvement this information, based ESSA on the calls performance for states to of all students, including subgroups of students, option 1 to some recently arrived ELs and option 2 to others based on characteristics such as and for targeted support and improvement for 16 schools that have one or more underperforming subgroups such as ELs. Florida’s ESSA plan indicates it will use option 2 theirfor its initial recently English arrived language ELs.17 proficiency level. As noted earlier, the EL subgroup is unique in that students exit the subgroup once they reach As states move forward with ESSA accountability plans, policymakers are taking the opportunity longer keeping them from general academic to revise existing regulations on funding, program requirements, teacher training, aachievement level at which similar their toEnglish that of proficiency their English- is no and other aspects of school administration. states to include former ELs within the EL Provisions that affect EL students should be scrutinized closely by stakeholders at all levels, proficientsubgroup forpeers. up toBecause four years of this, after ESSA they allows have exited EL status. Former EL students’ scores whether parents, teachers, or community in math and reading can thus be used in organizations. Data on EL demographics and accountability measures as a way to give schools performance, such as those provided in this fact sheet, will prove an important tool in this credit for the progress those students have 18 made. Florida will not include former ELs in effort.

8 English Learners in Florida: Demographics, Outcomes, and State Accountability Policies Fact Sheet

December 2016 Endnotes

April 25, 2018, . 1 Migration Policy Institute (MPI) Data Hub, “State Immigration Data Profiles: Language & Education,” accessed www.migrationpolicy.org/data/state-profiles/state/language/FL/US/ Learner (ELL) Students Enrolled in Public Elementary and Secondary Schools, by State: Selected Years, Fall 2000 2 throughU.S. Department Fall 2015,” of Education,updated October National 2017, Center https://nces.ed.gov/programs/digest/d17/tables/dt17_204.20. for Education Statistics (NCES), “Table 204.20: English Language asp?current=yes.

3 MPI Data Hub, “State Immigration Data Profiles: Language & Education.” 4 “Students,”To generate click data “Enrollment.” report used to Select calculate the tab this labeled figure, “Statevisit the Level,” Florida and Department drag “ELL Status” of Education from the website left-hand and menuclick toon the “Florida table PK-20in the middleEducation of the Information page. See FloridaPortal.” DepartmentThen, click the of “PK-12Education Portal” (FLDOE), tab at “PK-20 the top Education of the page. Data Under Warehouse,” accessed August 3, 2018, .

5 FLDOE, “Florida Standards Assessment,”www.fldoe.org/accountability/data-sys/edw/ accessed July 11, 2018, 12-student-assessment/fsa.stml. www.fldoe.org/accountability/assessments/k-

6 “Students,”To generate click data “High report School used toGraduation calculate thisRates.” figure, Select visit the the tab Florida labeled Department “State Level,” of Educationand drag “ELL website Status” and from click theon “Florida left-hand PK-20 menu Education to the table Information in the middle Portal.” of the Then, page. click See the FLDOE, “PK-12 “PK-20 Portal” Education tab at the Data top Warehouse.” of the page. Under

https://nces.ed.gov/programs/ 7 digest/d17/tables/dt17_219.46.asp?current=yesNCES, “Table 219.46. Public High School 4-Year Adjusted. Cohort Graduation Rate (ACGR), by Selected Student Characteristics and State: 2010-11 through 2015-16,” updated December 2017, Tools and Resources for Identifying all English Learners - partment of Education, 2016), . 8 U.S. Department of Education, ( DC: U.S. De - www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap1.pdf sessments of English Language Learners,” May 30, 2017, . 9 Florida Administrative Code, “Rule 6A-6.0902: Requirements for Identification, Eligibility, and Programmatic As 10 FLDOE, “2017-2018 School Year Information,” accessed July 23, 2018, www.flrules.org/gateway/ruleNo.asp?id=6A-6.0902 Get/Document-8005/dps. https://info.fldoe.org/docushare/dsweb/

11 The ACCESS for ELLs 2.0—which stands for Assessing Comprehension and Communication in English State-to- theState consortium, for English see Language WIDA, “Home,”Learners—is accessed an English July 24, language 2018, www.wida.us proficiency .assessment given annually to English Learners (ELs) in the 39 states and U.S. territories that make up the WIDA Consortium. For more information on 12 FLDOE, Florida Department of Education Every Student Succeeds Act (ESSA) State Plan Submitted to United States Department of Education (Tallahassee, FL: FLDOE, 2018), - tateplan-waiver-a.pdf. www.fldoe.org/core/fileparse.php/14196/urlt/essas 13 Susan Lyons and Nathan Dadey, Considering English Language Proficiency within Systems of Educational Account- ability under the Every Student Succeeds Act

pdf. (Chicago: Latino Policy Forum and Center for Assessment, 2017), www.latinopolicyforum.org/publications/reports/document/Considerations-for-ELP-indicator-in-ESSA_030817. 14 FLDOE, Florida Department of Education Every Student Succeeds Act. 15 Ibid. 16 EdTrust, “Setting New Accountability for English-Learner Outcomes in ESSA Plans,” accessed April 26, 2018, https://edtrust.org/setting-new-accountability-english-learner-outcomes-essa-plans/. 17 FLDOE, Florida Department of Education Every Student Succeeds Act. 18 For additional information on accessing and understanding state EL demographic and outcome data, see Julie Sugarman, A Guide to Finding and Understanding English Learner Data . (Washington, DC: MPI, 2018), www.migrationpolicy.org/research/guide-finding-understanding-english-learner-data 9 Migration Policy Institute About the Authors Julie Sugarman is a Senior Policy Analyst at the Migration Policy Institute (MPI)

related to immigrant and English Learner students in elementary and secondary Nationalschools. Among Center heron Immigrant areas of focus: Integration policies, Policy, funding where mechanisms, she focuses and on district- issues and school-level practices that support high-quality instructional services for these youth, as well as the particular needs of immigrant and refugee students

who first enter U.S. schools at the middle and high school levels. Dr. Sugarman earned a B.A. in anthropology and French from Bryn Mawr College, an M.A. in anthropology from the University of Virginia, and a Ph.D. in second language education and culture from the UniversityCourtney of , Geary College Park. Integration Policy, where she provided research assistance on a variety of projects related to was English an intern Learner at the education MPI National policy. Center She has on worked Immigrant as a

2016, primarily with elementary-age Arabic speakers. Her research interests Titleinclude III educationalESL Tutor for access the Tuscaloosa and outcomes County for SchoolEnglish District Learners in inAlabama the Deep since

interdisciplinary studiesSouth, andwith educational a focus in international and social services crisis management. for refugees and victims of conflict. She is a student at the University of Alabama, where she is pursuing a B.S. in

10 English Learners in Florida: Demographics, Outcomes, and State Accountability Policies Fact Sheet

Acknowledgments The authors thank former Migration Policy Institute (MPI) interns Kevin Lee and Abby Scott for theirsupport research of colleagues assistance, Leslie and Villegas, colleagues Lauren Jie Zong Shaw, and Margie Jeanne McHugh, Batalova Delia for Pompa,their compilation and Michelle of theMittelstadt. U.S. Census Bureau data used throughout this fact sheet. They also gratefully acknowledge the

This fact sheet was developed for the National Partnership to Improve PreK-12 Success for

Immigranteducation provided Children toand English Youth, Learner a collaboration (EL) children of state-level and youth. immigrant Support policy for this organizations series of fact sheets working with MPI’s National Center on Immigrant Integration Policy to improve the quality of the Walton Family Foundation supported an earlier project upon which this series builds. was provided by the Carnegie Corporation of . The Bill & Melinda Gates Foundation and For more information on the impact of the Every Student Succeeds Act on EL and immigrant students, visit: www.migrationpolicy.org/programs/nciip-english-learners-and-every-student- succeeds-act.

© 2018 Migration Policy Institute. All Rights Reserved.

Cover Design: April Siruno, MPI Layout: Sara Staedicke, MPI

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Suggested citation: Sugarman, Julie and Courtney Geary. 2018. English Learners in Florida: Demographics, Outcomes, and State Accountability Policies. Washington, DC: Migration Policy Institute.

11 Migration Policy Institute

The Migration Policy Institute (MPI) is an independent, nonpartisan, nonprofit think tank dedicated to the study of the movement of people worldwide. The Institute provides analysis, development, and evaluation of migration and refugee policies at the local, national, and international levels. It aims to meet the rising demand for prag- matic responses to the challenges and opportunities that migration presents in an ever more integrated world.

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