Fall Statistics

Home , Brazilian Portuguese, Demographics of Italy, Gurmukhi numerals, Guyanese Creole, ISO 639, Jina language

Fall Statistics

(Formerly Survey of English Learners) Center

Learning  English Learners Receiving Direct

and

ESOL/HILT Services Office  Former English Learners

Registration

Teaching  Student Background Languages

of  Student Birth Countries ESOL/HILT Services

Population Figures as of September 29, 2017 Department Language

Fall Statistics September 29, 2017 Table of Contents

School Page Number Population Table or Figure Title Level ESOL/HILT & Total Arlington Public Schools Elementary English Learners Receiving Direct ESOL/HILT Services (2017, 1 Table 1 Elementary Population, Historical 2016, 2015, and 2014) ESOL/HILT & Total Arlington Public Schools Secondary English Learners Receiving Direct HILT/HILTEX Services (2017, 2 Table 2 Secondary Population, Historical 2016, 2015, and 2014) 3 Table 3 Elementary Former English Learners Former English Learners by Elementary School 4 Table 4 Secondary Former English Learners Former English Learners by Secondary School APS Students attending PreK through Arlington Public Schools Elementary Students by Background Language 5‐7 Table 5 Elementary Grade 5 and School APS Students attending Grades 6 through Arlington Public Schools Secondary Students by Background Language 8‐9 Table 6 Secondary 13, and 77 ‐ Adult and School APS Students attending PreK through Arlington Public Schools Elementary Students by Birth Country and 10‐12 Table 7 Elementary Grade 5 School APS Students attending Grades 6 through Arlington Public Schools Secondary Students by Birth Country and 13‐15 Table 8 Secondary 13, and 77 ‐ Adult School Elementary & APS Students attending Grades PreK Background Languages Represented Among Arlington Public Schools 16‐18 Table 9 Secondary through High School Students Elementary & APS Students attending Grades PreK 19‐21 Table 10 Birth Countries Represented Among Arlington Public Schools Students Secondary through High School Elementary & APS Students attending Grades PreK 22 Figure 1 Background Languages of Arlington Public Schools Students Secondary through High School Elementary & APS Students attending Grades PreK 23 Figure 2 Birth Countries of Arlington Public Schools Students Secondary through High School Elementary & Language Minority APS Students attending Background Languages of Arlington Public Schools Language Minority 24 Figure 3 Secondary Grades PreK through High School Students Elementary & Language Minority APS Students attending 25 Figure 4 Birth Countries of Arlington Public Schools Language Minority Students Secondary Grades PreK through High School Elementary APS Students attending Grades PreK Background Languages and Birth Countries of Arlington Public Schools 26‐35 Table 11 & through High School Students Secondary Elementary Table 11 APS Students attending Grades PreK Background Languages and Birth Countries of Arlington Public Schools 36‐45 & Notes through High School Students ‐ Notes Secondary

Fall Statistics Table 1 Elementary English Learners Receiving Direct ESOL/HILT Services 2017, 2016, 2015, and 2014 September 29, 2017 September 30, 2016 September 30, 2015 September 30, 2014

SCHOOL Total Number Percent Total Number Percent Total Number Percent Total Number Percent Students Students Students Students Students Students Students Students Students Students Students Students Enrolled in E/H  in E/H  Enrolled in E/H  in E/H  Enrolled in E/H  in E/H  Enrolled in E/H  in E/H  Abingdon 619 238 38% 591 202 34% 557 211 38% 582 216 37% Arlington Science 663 99 15% 644 98 15% 645 120 19% 613 103 17% Arlington Traditional 500 89 18% 497 71 14% 481 75 16% 481 91 19% Ashlawn 660 112 17% 631 108 17% 628 93 15% 610 92 15% Barcroft 393 182 46% 413 176 43% 449 198 44% 494 260 53% Barrett 478 214 45% 490 215 44% 481 222 46% 495 220 44% Campbell 361 115 32% 362 117 32% 351 128 36% 350 159 45% Carlin Springs 517 291 56% 510 292 57% 509 300 59% 497 301 61% Claremont 1 707 190 27% 726 191 26% 691 163 24% 686 191 28% Discovery 601 * 1% 561 * 1% 507 15 3% Drew Model 559 189 34% 530 166 31% 525 184 35% 502 190 38% Glebe 614 81 13% 566 64 11% 576 67 12% 574 71 12% Hoffman Boston 362 156 43% 358 152 42% 345 146 42% 331 147 44% Jamestown 553 12 2% 525 10 2% 509 13 3% 600 16 3% Key1 706 226 32% 673 221 33% 683 246 36% 656 243 37% Long Branch 561 154 27% 536 143 27% 542 140 26% 505 130 26% McKinley 791 44 6% 712 34 5% 589 19 3% 563 25 4% Nottingham 524 11 2% 469 13 3% 441 * 2% 713 15 2% Oakridge 772 230 30% 781 215 28% 751 189 25% 736 210 29% Patrick Henry 626 169 27% 578 150 26% 519 149 29% 469 144 31% Randolph 412 250 61% 399 244 61% 406 247 61% 420 266 63% Taylor 668 31 5% 678 26 4% 719 27 4% 773 27 3% Tuckahoe 525 13 2% 563 11 2% 667 17 3% 687 21 3% Stratford Program 2 52 13 25% 59 19 32% 55 17 31% 48 15 31% Contract Services 3 11 * * * TOTAL ELEMENTARY 2, 3 13,235 3,116 24% 12,860 2,944 23% 12,626 2,994 24% 12,391 3,153 25% TOTAL SECONDARY 2, 3 12,796 1,829 14% 12,376 1,424 12% 11,705 1,400 12% 11,297 1,371 12% ELEMENTARY & 26,031 4,945 19% 25,236 4,368 17% 24,331 4,394 18% 23,688 4,524 19% SECONDARY  E/H: ESOL/HILT includes all ELs (English Learners) receiving direct services of ESOL (English for Speakers of Other Languages) or HILT (High Intensity Language Training) in grades K through 5. 1 Claremont & Key: Spanish/English Dual Language Immersion. 2 Stratford Program: Special Education secondary students. English Learners receiving direct services are taught by elementary ESOL/HILT staff. 3 Total Students Enrolled includes Stratford Program and Contract Services in grades K through 5. * Asterisks denote cells containing 10 students or fewer. Table 1: Fall Statistics Elementary English Learners Receiving Direct ESOL/HILT Services Arlington Public Schools Page 1 of 1 School Year 2017‐2018 Report Page 1 of 45 Percent Students 45 in HILT* of

Number Page Students in HILT* Report

Total 1 September 30, 2014 Students Enrolled tension). Percent Students in HILT* . HILT/HILTEX Adults: Adults: . HILT/HILTEX 3 Number udents are 20 years or older. Students

Services in HILT* 

Total include adult students as indicated above. September 30, 2015 Students Enrolled

Percent Students in HILT* 2018 ‐ Langston HSCP: Total Langston Adults: Schools

Number

Students HILT/HILTEX students. 2017

138 in HILT* 60 Public Statistics

Year

Total Fall September 30, 2016 Students School denote cells students. 10 or fewer with Enrolled Arlington Fall Statistics 2 Table 2017, 2016, 2015, and 2014

Percent HILT/HILTEX adults: Asterisks Asterisks

Students * 157 in HILT* Services

HILT/HILTEX students.

Number 66 Students in HILT*

HILT/HILTEX students; Evening Program: HILT/HILTEX

37 * 16% 39 * 31 * Total 158 257107 218 42 85% 39% 251 77 177 * 71% 285 195 68% 71 327 239 73% 64 September 29, 2017 * * 29% * 13 * 8% 7,103 1,226 17% 6,925 944 14% 6,590 919 14% 6,374 855 13% Students 2,0442,2391,982 427 343 21% 126 15% 1,915 6% 2,330 294 1,880 307 15% 94 13% 1,787 2,258 5% 287 287 1,781 16% 13% 1,699 95 2,046 231 5% 222 1,777 14% 11% 85 5% Secondary English Learners Receiving DirectSecondary HILT/HILTEX Direct 12,79613,235 1,829 3,11626,031 14% 12,376 4,945 24% 12,860 1,424 19% 2,944 25,236 12% 11,705 4,368 23% 12,626 1,400 17% 2,994 24,331 12% 11,297 4,394 24% 12,391 1,371 18% 3,153 23,688 12% 4,524 25% 19% Enrolled 1, 4 Receiving

1, 4 1, HILT includes ELs (English Learners) receiving direct services of HILT (High Intensity Language Training) (HILT and HILTEX Ex  1, 2 1, HILT/HILTEX students attending the alternative programs listed are included below in the High School figures above. 1, 4 1,

y Learners

4 4 3 English English Learners and Special Education students are 22 years or older. Non-English Learners and non-Special Education adult st

SCHOOL 1

3 1 of : Arlington Community HS: Total Arlington Community Adults:

ton-Lee ton-Lee 2:

g Total Middle School 5,693 603 11% 5,451 480 9% 5,115 481 9% 4,923 516 10% Total High School Total High School ton Communit ston ston g Adults g

Table Secondary Page Institute for Career Development and Academic Achievement: Contract Services: Students attending a private school facility.Totals include Contract Services. Adult Ages: Ages: Adult Arlington Community High School: Day Program: Columns "Total Students Enrolled," "Number Students in HILT," and total for rows High School, Secondary and School Population Programs: Alternative 1 1 2 3 4 orktown Lan Wakefield TOTAL SECONDARY SECONDARY TOTAL Arlin TOTAL ELEMENTARY Gunston 989JeffersonKenmore 1,233 143SwansonWilliamsburg 14% 81H.B. WoodlawnContract Services 949 7% 121 894 13% 135 914Y 1,254 939 1,047 249 15% 163 110 156 58 885 18% 12% 15% 5% 138 959(Includes Stratford) 1,179 1,215 871 16% 129 65 133 30 893 13% 246 15% 6% 2% 145 865 1065 1,130 16% 135 57 41 16% 5% 851 4% 231 1,071 998 131 15% 43 63 4% 6% 226 Washin H.B. WoodlawnContract Services 437 64 15% 433 65 15% 408 53 13% 430 76 18% TOTAL TOTAL & SECONDARY ELEMENTARY Fall Statistics Table 3 Former English Learners ♣ by Elementary School September 29, 2017 Total Number Percent SCHOOL Students Former English Former English Enrolled Learners ♣ Learners ♣ Abingdon 619 33 5.33% Arlington Science Focus 663 70 10.56% Arlington Traditional 500 42 8.40% Ashlawn 660 23 3.48% Barcroft 393 43 10.94% Barrett 478 46 9.62% Campbell 361 47 13.02% Carlin Springs 517 74 14.31% Claremont 707 50 7.07% Discovery 601 14 2.33% Drew Model 559 35 6.26% Glebe 614 27 4.40% Hoffman Boston 362 45 12.43% Jamestown 553 * 1.45% Key 706 65 9.21% Long Branch 561 29 5.17% McKinley 791 15 1.90% Nottingham 524 * 1.72% Oakridge 772 50 6.48% Patrick Henry 626 52 8.31% Randolph 412 64 15.53% Taylor 668 * 1.50% Tuckahoe 525 * 0.38% Stratford Program 52 Contract Services 11 TOTAL ELEMENTARY 13,235 853 6.45% TOTAL SECONDARY 12,796 1,355 10.59% ELEMENTARY & SECONDARY 26,031 2,208 8.48%

♣ Former English Learners: Also designated with "English Proficiency Level (ELP) 6," or "Reaching." These students have exited direct ESOL/HILT services, and have obtained composite scores on the ACCESS for ELLs (English proficiency assessment) at or above the established cutoff for the year when they were tested. Between 2010‐11 and 2015‐16, students were identified as formerly English Learners for two years after exiting ESOL/HILT services. Beginning in 2016‐17, students have been identified as formerly English Learners for four years after exiting ESOL/HILT services.

Fall Statistics Table 3 Arlington Public Schools Page 1 of 1 School Year 2017‐2018 Report Page 3 of 45 Fall Statistics Table 4 Former English Learners ♣ by Secondary School September 29, 2017 Total Number Percent SCHOOL Students Former English Former English Enrolled Learners ♣ Learners ♣ Gunston 989 172 17.39% Jefferson 914 237 25.93% Kenmore 1,233 88 7.14% Swanson 1,047 240 22.92% Williamsburg 1,254 97 7.74% H.B. Woodlawn 249 16 6.43% Contract Services * Total Middle School 5,693 850 14.93% Arlington Community 257 * 3.50% Langston 107 14 13.08% Wakefield 2,044 234 11.45% Washington‐Lee 2,239 166 7.41% Yorktown 1,982 76 3.83% H.B. Woodlawn 437 * 1.37% Contract Services 37 Total High School 7,103 505 7.11% TOTAL SECONDARY 12,796 1,355 10.59% TOTAL ELEMENTARY 13,235 3,116 23.54% (Includes Stratford) TOTAL 26,031 4,471 17.18% ELEMENTARY & SECONDARY

Fall Statistics Table 4 Arlington Public Schools Page 1 of 1 School Year 2017‐2018 Report Page 4 of 45 Fall Statistics Table 5 Arlington Public Schools Elementary Students by Background Language and School (PreK through Grade 5) 

Focus

Number)

Science Traditional by Program Boston

Services

‐

Henry

Springs

Preschool Branch

Percentage Randolph Reed Taylor Tuckahoe Stratford Contract Total (Ordered McKinley Nottingham Oakridge Patrick Jamestown Key Long Claremont Discovery Drew Glebe Hoffman Ashlawn Barcroft Barrett Campbell Carlin N Language Abingdon Arlington Arlington 1 English 347 456 348 527 166 220 196 141 424 588 377 487 192 566 381 371 729 505 476 385 88 34 628 519 19 * 9,179 63.87% 2 Spanish 201 16 56 80 205 268 157 383 290 11 192 80 114 16 333 107 41 * 86 143 221 * 13 * 20 * 3,054 21.25% 3 Arabic 21 31 23 * 22 * 16 15 ** 35 * 30 ** 12 * 60 14 25 **** 3642.53% 4 Amharic 152523* 12 13 26 25 ** 32 * 40 * 14 ** 27 25 46 * * * * 357 2.48% 5 Mongolian 27574215* 11 * 14 * 92 ** 27 **14 * 333 2.32% 6 Bengali *** ** 11 15 ***** ** 16 * 32 * 125 0.87% 7 Urdu ******** **** ** ** 18 * * 85 0.59% 8 Tigrinya ** **** *** ** 14 * 13 * 73 0.51% 9 Russian ***** * *************** 690.48% 10 Chinese, Mandarin 11 ** ******* ****** *** 630.44% 11 Turkish * * **** *** *** 11 * 51 0.35% 12 Nepali *** * ******* *** * * 460.32% 13 Portuguese *** * * * *** ** ** 350.24% 14 Hindi **** * *** * ** * 280.19% 15 Japanese *** ** ** ** 280.19% 16 Vietnamese * ** ** * *** ** ** 280.19% 17 Tagalog **** *** *** *** * 270.19% 18 French **** ********** 230.16% 19 Dari * * * * * * * * * * 22 0.15% 20 Pashto, Northern * * * * * * * * 20 0.14% 21 Korean * * * * * * * * * * 17 0.12% 22 Indonesian * * * * * * * * * 16 0.11% 23 Tamil * * * * * * 16 0.11% 24 Ukrainian * * * * * * * * 15 0.10% 25 Farsi **** ** * 130.09% 26 Romanian * * * * * * * 13 0.09% 27 Somali * * * * * * 12 0.08% 28 Thai *** * **** * * 120.08% 29 Kazakh * * * * * 11 0.08% 30 Finnish * * * * * * 0.07% 31 German * * * * * * * * 0.07% 32 Uzbek * * * * * * 0.07% 33 Albanian * * * * * * 0.06% 34 Cambodian (Khmer) * * *** * * 0.06% 35 Twi * * * * 0.06%

Table 5: Fall Statistics APS Elementary Students by Background Language and School Arlington Public Schools Page 1 of 3 School Year 2017‐2018 Report Page 5 of 45 Fall Statistics Table 5 Arlington Public Schools Elementary Students by Background Language and School (PreK through Grade 5) 

Focus

Number)

Traditional Science by Program Boston

Services

‐

Henry

Springs

Preschool Branch

Contract Total (Ordered Percentage Randolph Reed Taylor Tuckahoe Stratford Jamestown Key Long McKinley Nottingham Oakridge Patrick Claremont Discovery Drew Glebe Hoffman Ashlawn Barcroft Barrett Campbell Carlin Arlington N Language Abingdon Arlington 36 Kurdish * * * * * * 0.06% 37 Oromo, West‐Central * * * * * * * 0.06% 38 Pashto, Southern *** * * 0.06% 39 Tajiki * * * *** * 0.06% 40 Azerbaijani * * * * 0.05% 41 Italian * *** *0.05% 42 Uyghur * * * * * * 0.05% 43 Bulgarian *** * * * 0.04% 44 Georgian * * * * 0.04% 45 Malagasy * * * * * 0.04% 46 Malayalam *** *** *0.04% 47 Mam * * * * 0.03% 48 Polish * * * * * * 0.03% 49 Swedish * * * * * 0.03% 50 Telugu * * * 0.03% 51 Wolof * * * * 0.03% 52 Armenian ** ** * 0.03% 53 Greek * * * 0.03% 54 Hindko ** * 0.03% 55 Achi * * * 0.02% 56 Czech *** *0.02% 57 Estonian *** * 0.02% 58 Hungarian * * * * 0.02% 59 Lao * * * 0.02% 60 Marathi * * * * 0.02% 61 Sangho * * * 0.02% 62 Serbian * * * * 0.02% 63 Bosnian * * * 0.01% 64 Burmese * * * 0.01% 65 Cebuano * * 0.01% 66 Ga * * 0.01% 67 Gujarati * * 0.01% 68 Icelandic * * 0.01% 69 Igbo * * 0.01%

Table 5: Fall Statistics APS Elementary Students by Background Language and School Arlington Public Schools Page 2 of 3 School Year 2017‐2018 Report Page 6 of 45 Fall Statistics Table 5 Arlington Public Schools Elementary Students by Background Language and School (PreK through Grade 5) 

Focus

Number)

Traditional Science by Program Boston

Services

‐

Henry

Springs

Preschool Branch

Randolph Reed Taylor Tuckahoe Stratford Contract Jamestown Key Long McKinley Nottingham Oakridge Patrick Total (Ordered Percentage Claremont Discovery Drew Glebe Hoffman Ashlawn Barcroft Barrett Campbell Carlin Arlington N Language Abingdon Arlington 70 Kabyle * * 0.01% 71 Kannada * * * 0.01% 72 Kashmiri * * * 0.01% 73 Kiribati * * 0.01% 74 Swahili * * * 0.01% 75 Tamazight * * * 0.01% 76 Assamese * * 0.01% 77 Chinese, Yue (Cantonese) * * 0.01% 78 Crioulo, Upper Guinea * * 0.01% 79 Dutch * * 0.01% 80 Éwé * * 0.01% 81 Fulah * * 0.01% 82 Hausa * * 0.01% 83 Igala * * 0.01% 84 Jamaican Creole English * * 0.01% 85 Krio * * 0.01% 86 Masaaba * * 0.01% 87 Panjabi, Eastern * * 0.01% 88 Singhalese * * 0.01% 89 Tok Pisin * * 0.01% 90 Yoruba * * 0.01% Total 662 684 539 695 434 542 427 617 744 624 694 629 527 609 745 589 804 528 804 668 470 51 684 538 52 11 14,371 100.00%  Stratford Program: Special Education secondary students (N=52). English Learners receiving direct services (N=13) are taught by elementary ESOL/HILT staff. * Asterisks denote cells containing 10 students or fewer.

Table 5: Fall Statistics APS Elementary Students by Background Language and School Arlington Public Schools Page 3 of 3 School Year 2017‐2018 Report Page 7 of 45 Fall Statistics Table 6 Arlington Public Schools Secondary Students by Background Language and School (Grades 6 through 13, and 77 ‐ Adult) Lee Number) ‐ Community by

Services

Jefferson

Woodlawn

B ‐ Gunston Kenmore Swanson Thomas Williamsburg Arlington Yorktown Contract Total (Ordered H N Language Langston Wakefield Washington Percentage 1 English 566 397 1,014 515 1,051 * 553 37 861 1,270 1,614 30 7,917 61.87% 2 Spanish 275 381 114 296 94 213 76 54 817 607 202 * 3,137 24.52% 3 Amharic 2822165820** * 644619* 289 2.26% 4 Arabic 29 16 15 30 14 * * * 71 28 11 * 229 1.79% 5 Mongolian 17 * * 34 12 * 19 37 29 166 1.30% 6 Bengali * 19*18****4537* 151 1.18% 7 Urdu * 12***** 1534** 103 0.80% 8 Tigrinya *** 15** * 31** 84 0.66% 9 Chinese, Mandarin * * * * * * 14 * 52 0.41% 10 Vietnamese ******* * 15* 47 0.37% 11 Tagalog ***** * 18** 46 0.36% 12 French ***** * *** 43 0.34% 13 Russian ***** * **** 34 0.27% 14 Nepali * *** *** 31 0.24% 15 Mam ******14 28 0.22% 16 Hindi ****** ** 24 0.19% 17 Portuguese *** * **** 23 0.18% 18 Thai **** * *** 22 0.17% 19 Cambodian (Khmer) * * * * 16 0.13% 20 Farsi * ** **** 15 0.12% 21 German ** * *** 13 0.10% 22 Japanese **** ** 13 0.10% 23 Somali ** * *** 12 0.09% 24 Turkish * ** *** 12 0.09% 25 Indonesian *** *** 11 0.09% 26 Georgian * * *** * 0.08% 27 Oromo, West‐Central * ** *** * 0.08% 28 Romanian * * * *** * 0.08% 29 Ukrainian * *** * 0.08% 30 Uyghur * * * * * * 0.08% 31 Albanian *** ** * 0.07% 32 Bulgarian * * * * * 0.07% 33 Kazakh * * * * * 0.07% 34 Pashto, Northern * * * * * 0.07% 35 Malagasy * *** * 0.06% 36 Tajiki ** *** * 0.06% 37 Achi * * * * 0.05% 38 Korean * * * * 0.05% 39 Panjabi, Western * * * * 0.05% 40 Twi * * * * * * 0.05% 41 Armenian *** * * * 0.05% 42 Chinese, Yue (Cantonese) * * * * * 0.05% 43 Lao * * * * 0.05% 44 Bosnian * * * * * 0.04% 45 Czech * * * * 0.04% 46 Dari * * * * * * 0.04% 47 Dutch * * * * * 0.04% 48 Finnish ** * 0.04% 49 Greek *** * 0.04% 50 Italian * * * * 0.04% 51 Norwegian * * * * 0.04% 52 Polish * * * * * 0.04% 53 Serbian * * * * * 0.04%

Table 6: Fall Statistics APS Secondary Students by Language and School Arlington Public Schools Page 1 of 2 School Year 2017‐2018 Report Page 8 of 45 Fall Statistics Table 6 Arlington Public Schools Secondary Students by Background Language and School (Grades 6 through 13, and 77 ‐ Adult) Lee Number) ‐ Community by

Services

Jefferson

Woodlawn

B ‐ Gunston Kenmore Swanson Thomas Williamsburg Arlington Yorktown Contract Total (Ordered H N Language Langston Wakefield Washington Percentage 54 Singhalese * * * * 0.04% 55 Tamil * * * * * 0.04% 56 Kannada * * * * 0.03% 57 Uzbek * * * 0.03% 58 Azerbaijani*** * 0.02% 59 Estonian * * * * 0.02% 60 Éwé * * * * 0.02% 61 Ga * * * 0.02% 62 Guyanese Creole English * * * * 0.02% 63 Kaqchikel * * * 0.02% 64 Kurdish * * * * 0.02% 65 Wolof *** 0.02% 66 Chamorro ** * 0.02% 67 Croatian * * * 0.02% 68 Fulah * * * 0.02% 69 Hausa * * * 0.02% 70 Hungarian * * * 0.02% 71 Icelandic * * * 0.02% 72 Malayalam * * * 0.02% 73 Pashto, Southern * * 0.02% 74 Setswana * * * 0.02% 75 Tamazight * * 0.02% 76 Cebuano * * 0.01% Chinese, Min Nan 77 * * 0.01% (Fukienese or Fujianese) 78 Farefare * * 0.01% 79 Gujarati * * 0.01% 80 Igala * * 0.01% 81 Khana * * 0.01% 82 Krio * * 0.01% 83 Kyrgyz * * 0.01% 84 Lingala * * 0.01% 85 Luganda * * 0.01% 86 Macedonian * * 0.01% 87 Maldivian * * 0.01% 88 Panjabi, Eastern * * 0.01% 89 Quechua, Boliviano * * 0.01% 90 Swahili * * 0.01% 91 Swedish * * 0.01% 92 Telugu * * 0.01% 93 Turkmen * * 0.01% Total 989 914 1,233 1,047 1,254 257 686 107 2,044 2,239 1,982 44 12,796 100.00% Grade 13: Students with special needs working towards high school graduation after grade 12. Grade 77: Adult students working towards high school graduation. English Learners and Special Education students are 22 years or older. Non‐English Learners and non‐Special Education adult students are 20 years or older. * Asterisks denote cells containing 10 students or fewer.

Table 6: Fall Statistics APS Secondary Students by Background Language and School Arlington Public Schools Page 2 of 2 School Year 2017‐2018 Report Page 9 of 45 Fall Statistics Table 7 Arlington Public Schools Elementary Students by Birth Country and School (PreK through Grade 5) 

Focus

Number)

Traditional Science by Program Boston

Services

‐

Henry

Springs

Preschool Branch

Percentage Arlington Ashlawn Barcroft Barrett Campbell Carlin Claremont Discovery Drew Glebe Hoffman Jamestown Key Long McKinley Nottingham Oakridge Patrick Randolph Reed Taylor Tuckahoe Stratford Contract Total (Ordered N Country Abingdon Arlington 1 United States 541 556 507 600 365 483 403 516 692 604 648 573 395 572 676 504 749 495 586 568 359 49 630 502 42 11 12,626 87.86% 2 Mongolia 20 20 ******60 * * * * * 145 1.01% 3 El Salvador 23 * 13 11 * 30 * ******* ** 17 * 144 1.00% 4 Ethiopia *** *** 13 ***** ****** 24 *** 127 0.88% 5 Guatemala * *** ** *** * 21 **11 *** 890.62% 6 China * 14 ************** * * 55 0.38% 7 Pakistan ** ***** ** * * * * 50 0.35% 8 Honduras * ******* * *** *** 49 0.34% 9 India * * * *** ** ** 14 ** 480.33% 10 Germany ** * * ******* * 46 0.32% 11 Bangladesh * * *** * * * *** * 45 0.31% 12 Japan **** * * ****** ** 43 0.30% 13 Bolivia * * ***** ******* * 39 0.27% 14 United Kingdom *** ** **** * * ** 38 0.26% 15 Turkey ** * *** ***** * 33 0.23% 16 Morocco * **** * **** 310.22% 17 Iraq *** * * 17 30 0.21% 18 Mexico * *** ** ***** ** * 30 0.21% Korea, South 19 **** ** * ** **** 280.19% (Rep. of Korea) 20 Nepal *** * * * * *** * * 28 0.19% 21 Russia **** * *** *** ** 28 0.19% 22 Australia *** * * *** * ** 26 0.18% 23 Saudi Arabia * * * * ** *** 24 0.17% 24 Colombia * * ** * * ** ** 21 0.15% 25 Kazakhstan * * ** ** * 19 0.13% 26 Canada *** * * ** ** * 18 0.13% 27 Peru *** ** ** *** 17 0.12% 28 Afghanistan ** ** * *** 16 0.11% 29 Ukraine **** * * * * 150.10% 30 United Arab Emirates *** ** * * *** * 15 0.10% 31 Brazil * **** ** 140.10% 32 Puerto Rico * ** **** * * 14 0.10% 33 Italy ********130.09% 34 Philippines *** ******* 130.09% 35 Argentina *** ** * **120.08% 36 Egypt ** * *** ** 12 0.08% 37 Spain ** * ** 12 0.08% 38 Switzerland *** **** * * 120.08% 39 France *******110.08% 40 Sweden * * *** 11 0.08% 41 Thailand * ***** 110.08%

Fall Statistics Table 7: Arlington Public Schools APS Elementary Students by Birth Country and School School Year 2017‐2018 Page 1 of 3 Report Page 10 of 45 Fall Statistics Table 7 Arlington Public Schools Elementary Students by Birth Country and School (PreK through Grade 5) 

Focus

Number)

Traditional Science by Program Boston

Services

‐

Henry

Springs

Preschool Branch

50 Ecuador * * **** * * 0.05% 51 Jamaica *** **0.05% 52 Tajikistan ******0.05% 53 Uzbekistan ** ** *0.05% 54 Azerbaijan ****0.04% 55 Israel ******0.04% 56 Kenya ** **** *0.04% 57 New Zealand * ****0.04% 58 Singapore * ** * * 0.04% 59 Tunisia * * *** *0.04% 60 Venezuela * * *** *0.04% 61 Chile ***** *0.03% 62 Georgia *** *0.03% 63 Greece ** * * *0.03% 64 Qatar * *** *0.03% 65 Romania *** *0.03% 66 South Africa *** * 0.03% 67 Syria ***0.03% 68 Taiwan ** * **0.03% 69 Yemen ** ** * 0.03% 70 Austria *****0.03% 71 Ghana ***0.03% 72 Hungary *** **0.03% 73 Indonesia * **0.03% 74 Iran ** ** * 0.03% 75 Ireland *** *0.03% 76 Kuwait ** **0.03% 77 Libya * **0.03% 78 Madagascar ** * *0.03% 79 Nigeria *** *0.03% 80 Senegal ** * * 0.03% 81 Albania ** *0.02% 82 Cambodia ** * 0.02% Congo, Dem. Rep. of 83 * * * * 0.02% (Kinshasa) 84 Costa Rica ** * 0.02%

Table 7: Fall Statistics APS Elementary Students by Birth Country and School Arlington Public Schools Page 2 of 3 School Year 2017‐2018 Report Page 11 of 45 Fall Statistics Table 7 Arlington Public Schools Elementary Students by Birth Country and School (PreK through Grade 5) 

Focus

Number)

Traditional Science by Program Boston

Services

‐

Henry

Springs

Preschool Branch

Percentage Arlington Ashlawn Barcroft Barrett Campbell Carlin Claremont Discovery Drew Glebe Hoffman Jamestown Key Long McKinley Nottingham Oakridge Patrick Randolph Reed Taylor Tuckahoe Stratford Contract Total (Ordered N Country Abingdon Arlington 85 Dominican Republic ** *0.02% 86 Haiti * 2 * 0.02% Korea, North 87 * * * * 0.02% (Dem. People's Rep.) 88 Kyrgyzstan ** *0.02% 89 Lithuania * **0.02% 90 Palestinian Territory ***0.02% 91 Poland ** * *0.02% 92 Armenia ** * 0.01% 93 Bosnia and Herzegovina ** *0.01% 94 Bulgaria ** * 0.01% 95 Equatorial Guinea **0.01% 96 Estonia * **0.01% 97 Guam * **0.01% 98 Iceland * * 0.01% 99 Kiribati * * 0.01% 100 Lebanon * **0.01% 101 Uganda * **0.01% 102 Uruguay ** * 0.01% 103 Angola **0.01% 104 Cameroon * * 0.01% 105 Cape Verde **0.01% 106 Central African Republic * * 0.01% 107 Cuba * * 0.01% 108 Czech Republic **0.01% 109 Hong Kong **0.01% 110 Kosovo * * 0.01% 111 Laos **0.01% 112 Liberia **0.01% 113 Macedonia * * 0.01% 114 Malawi * * 0.01% 115 Malaysia * * 0.01% 116 Mauritania * * 0.01% 117 Mozambique **0.01% 118 Panama **0.01% 119 Papua New Guinea * * 0.01% 120 Paraguay * * 0.01% 121 Portugal **0.01% 122 Sierra Leone **0.01% 123 Tanzania * * 0.01% Total 662 684 539 695 434 542 427 617 744 624 694 629 527 609 745 589 804 528 804 668 470 51 684 538 52 11 14,371 100.00%  Stratford Program: Special Education secondary students (N=52). English Learners receiving direct services (N=13) are taught by elementary ESOL/HILT staff. * Asterisks denote cells containing 10 students or fewer.

Table 7: Fall Statistics APS Elementary Students by Birth Country and School Arlington Public Schools Page 3 of 3 School Year 2017‐2018 Report Page 12 of 45 Fall Statistics Table 8 Arlington Public Schools Secondary Students by Birth Country and School (Grades 6 through 13, and 77 ‐ Adult) Lee Number) ‐ Community by

Services

Jefferson

Woodlawn

B ‐ Gunston Kenmore Swanson Thomas Williamsburg Arlington H Langston Wakefield Washington Yorktown Contract Total (Ordered N Country Percentage 1 United States 810 760 1,089 841 1,136 19 578 55 1,428 1,678 1,634 36 10,064 78.65% 2 El Salvador 16 35 12 25 * 75 24 15 162 106 33 509 3.98% 3 Guatemala 21 17 17 14 * 76 22 14 58 93 37 * 375 2.93% 4 Ethiopia 11**22****443112 1591.24% 5 Bolivia * * * * 29 * * 34 29 * 125 0.98% 6 China * * 14 * 13 * * 11 17 32 107 0.84% 7 Mongolia * * * 21 * * 12 31 25 104 0.81% 8 Honduras ***** 19**2221* 1030.80% 9 Bangladesh * * * 12 * * * 28 18 * 85 0.66% 10 Mexico ******* 181212 680.53% 11 Pakistan **** ** * 18* 540.42% 12 Russia * * * * * * * 16 * 51 0.40% 13 Colombia ****** * 14** 420.33% 14 Eritrea * * * * * * 18 * * 40 0.31% 15 Germany ***** * *** 400.31% 16 United Kingdom * 11 * * * * * 36 0.28% 17 Philippines ***** * 11** 320.25% 18 Argentina * * * * 12 * 29 0.23% 19 Nepal * * * * * * * 27 0.21% Null Country Field (Blank) * * * * * 17 26 0.20% 20 Vietnam *** ** *** 260.20% 21 Iraq * **** *** 250.20% 22 Japan * *** ***** 230.18% 23 India ******* *** 220.17% 24 Peru ** * ***** 220.17% 25 Australia ***** *** 200.16% 26 Thailand **** *** 200.16% 27 Canada * * * * * * * 19 0.15% 28 Kazakhstan ***** * *** 190.15% 29 Korea, South (Rep. of Korea) * * * * * * * * 19 0.15% Korea, North (Dem. People's 30 * * * * * * 18 0.14% Rep.) 31 Puerto Rico * * * * * * * 18 0.14% 32 Egypt * * * * * * 17 0.13% 33 Spain * * * * * * * 17 0.13% 34 Brazil *** * **** 160.13% 35 Morocco * * * * * * * 15 0.12% 36 Ukraine * * * * * * * 15 0.12% 37 Italy * * * * * * * 14 0.11% 38 Jordan * * * 13 0.10% 39 France * * * * * * 12 0.09% 40 Turkey * * * * * 12 0.09% 41 Dominican Republic * * ***** 110.09% 42 Afghanistan * * * * * * 0.08% 43 Ecuador ****** *0.08% 44 South Africa ** * *** * 0.08% 45 Sudan * * * * * * 0.08% 46 Venezuela * * *** * 0.08% 47 Nicaragua * * *** * 0.07%

Table 8: Fall Statistics APS Secondary Students by Birth Country and School Arlington Public Schools Page 1 of 3 School Year 2017‐2018 Report Page 13 of 45 Fall Statistics Table 8 Arlington Public Schools Secondary Students by Birth Country and School (Grades 6 through 13, and 77 ‐ Adult) Lee Number) ‐ Community by

Services

Jefferson

Woodlawn

B ‐ Gunston Kenmore Swanson Thomas Williamsburg Arlington H Langston Wakefield Washington Yorktown Contract Total (Ordered N Country Percentage 48 Cambodia * *** * 0.06% 49 Saudi Arabia * * * * * 0.06% 50 Tajikistan *** * * * * 0.06% 51 United Arab Emirates * * * * * 0.06% 52 Belgium **** * *0.05% 53 Bulgaria * * **** * 0.05% 54 Georgia * * * * * 0.05% 55 Indonesia * * * * * 0.05% 56 Poland * * * * * * 0.05% 57 Albania * * * * * 0.05% 58 Ghana * * * * * 0.05% 59 Iran * * * 0.05% 60 Kyrgyzstan * * * * * * 0.05% 61 Madagascar * *** * 0.05% 62 Netherlands * * * * * 0.05% 63 Norway * * * * 0.05% 64 Uzbekistan * * * * * * 0.05% 65 Azerbaijan****0.04% 66 Chile * *** * 0.04% 67 Romania * *** * 0.04% 68 Senegal * * * * * 0.04% 69 Syria * * * * 0.04% Unknown or Unspecified * * * * 0.04% 70 Costa Rica * *** * 0.03% 71 Greece * * * * 0.03% 72 Ireland * * * * 0.03% 73 Jamaica * * * * * 0.03% 74 Libya * * * 0.03% 75 Switzerland * * * * * 0.03% 76 Taiwan * * * * 0.03% 77 Armenia * * * 0.02% 78 Austria * * * * 0.02% 79 Cameroon * * * 0.02%

80 Congo, Dem. Rep. of (Kinshasa) * * * 0.02% 81 Cuba * * * * 0.02% 82 Czech Republic * * 0.02% 83 Guam * * * * 0.02% 84 Iceland * * * * 0.02% 85 Israel * * 0.02% 86 Kuwait * * * 0.02% 87 Lebanon * * * * 0.02% 88 New Zealand * * * 0.02% 89 Nigeria * * * 0.02% 90 Qatar * * * * 0.02% 91 Singapore * * * 0.02% 92 Turkmenistan * * * * 0.02%

Table 8: Fall Statistics APS Secondary Students by Birth Country and School Arlington Public Schools Page 2 of 3 School Year 2017‐2018 Report Page 14 of 45 Fall Statistics Table 8 Arlington Public Schools Secondary Students by Birth Country and School (Grades 6 through 13, and 77 ‐ Adult) Lee Number) ‐ Community by

Services

Jefferson

Woodlawn

B ‐ Gunston Kenmore Swanson Thomas Williamsburg Arlington Yorktown Contract Total (Ordered H N Country Langston Wakefield Washington Percentage 93 Bahamas * * * 0.02% 94 Bahrain * * * 0.02% 95 Bosnia and Herzegovina * * * * 0.02% 96 Dominica * * 0.02% 97 Equatorial Guinea * * * 0.02% 98 Estonia * * * 0.02% 99 Finland * * * 0.02% 100 Guyana * * * 0.02% 101 Hong Kong * * * 0.02% 102 Togo * * * 0.02% 103 Uganda * * * 0.02% 104 Yemen * * * 0.02% 105 Algeria * * 0.01% 106 Angola * * 0.01% 107 Belize * * 0.01% 108 Botswana * * 0.01% 109 Chad * * 0.01% 110 Croatia * * 0.01% 111 Fiji * * 0.01% 112 French Polynesia * * 0.01% 113 Guinea * * 0.01% 114 Haiti * * 0.01% 115 Luxembourg * * 0.01% 116 Maldives * * 0.01% 117 Mali * * 0.01% 118 Montenegro * * 0.01% 119 Namibia * * 0.01% 120 Palestinian Territory * * 0.01% 121 Paraguay * * 0.01% 122 Serbia * * 0.01% 123 Somalia * * 0.01% 124 Sri Lanka * * 0.01% 125 Sweden * * 0.01% 126 Tunisia * * 0.01% 127 Uruguay * * 0.01% Total 989 914 1,233 1,047 1,254 257 686 107 2,044 2,239 1,982 44 12,796 100.00% Grade 13: Students with special needs working towards high school graduation after grade 12. Grade 77: Adult students working towards high school graduation. English Learners and Special Education students are 22 years or older. Non‐English Learners and non‐Special Education adult students are 20 years or older. * Asterisks denote cells containing 10 students or fewer.

Table 8: Fall Statistics APS Secondary Students by Birth Country and School Arlington Public Schools Page 3 of 3 School Year 2017‐2018 Report Page 15 of 45 Fall Statistics Table 9: Background Languages Represented Among Arlington Public Schools Students Grades PreK through High School  September 29, 2017

N Language Total Per Cent 1 English 17,096 62.9293% 2 Spanish 6,191 22.7887% 3 Amharic 646 2.3779% 4 Arabic 593 2.1828% 5 Mongolian 499 1.8368% 6 Bengali 276 1.0159% 7 Urdu 188 0.6920% 8 Tigrinya 157 0.5779% 9 Chinese, Mandarin 115 0.4233% 10 Russian 103 0.3791% 11 Nepali 77 0.2834% 12 Vietnamese 75 0.2761% 13 Tagalog 73 0.2687% 14 French 66 0.2429% 15 Turkish 63 0.2319% 16 Portuguese 58 0.2135% 17 Hindi 52 0.1914% 18 Japanese 41 0.1509% 19 Thai 34 0.1252% 20 Mam 33 0.1215% 21 Pashto, Northern 29 0.1067% 22 Farsi 28 0.1031% 23 Dari 27 0.0994% 24 Indonesian 27 0.0994% 25 Cambodian (Khmer) 25 0.0920% 26 Ukrainian 25 0.0920% 27 Korean 24 0.0883% 28 Somali 24 0.0883% 29 German 23 0.0847% 30 Romanian 23 0.0847% 31 Tamil 21 0.0773% 32 Kazakh 20 0.0736% 33 Albanian 18 0.0663% 34 Oromo, West‐Central 18 0.0663% 35 Uyghur 17 0.0626% 36 Georgian 16 0.0589% 37 Tajiki 16 0.0589% 38 Twi 16 0.0589% 39 Bulgarian 15 0.0552% 40 Finnish 15 0.0552% 41 Malagasy 14 0.0515% 42 Uzbek 14 0.0515% 43 Italian 12 0.0442% Table 9: Fall Statistics Background Languages of All APS Students Arlington Public Schools Page 1 of 3 School Year 2017‐2018 Report Page 16 of 45 Fall Statistics Table 9: Background Languages Represented Among Arlington Public Schools Students Grades PreK through High School  September 29, 2017

N Language Total Per Cent 44 Kurdish 11 0.0405% 45 Achi * 0.0368% 46 Armenian * 0.0368% 47 Azerbaijani * 0.0368% 48 Pashto, Southern * 0.0368% 49 Polish * 0.0368% 50 Greek * 0.0331% 51 Lao * 0.0331% 52 Czech * 0.0294% 53 Malayalam * 0.0294% 54 Serbian * 0.0294% 55 Wolof * 0.0294% 56 Bosnian * 0.0258% 57 Chinese, Yue (Cantonese) * 0.0258% 58 Panjabi, Western * 0.0258% 59 Dutch * 0.0221% 60 Estonian * 0.0221% 61 Kannada * 0.0221% 62 Singhalese * 0.0221% 63 Swedish * 0.0221% 64 Telugu * 0.0221% 65 Ga * 0.0184% 66 Hungarian * 0.0184% 67 Norwegian * 0.0184% 68 Éwé * 0.0147% 69 Hindko * 0.0147% 70 Icelandic * 0.0147% 71 Tamazight * 0.0147% 72 Cebuano * 0.0110% 73 Fulah * 0.0110% 74 Gujarati * 0.0110% 75 Guyanese Creole English * 0.0110% 76 Hausa * 0.0110% 77 Kaqchikel * 0.0110% 78 Marathi * 0.0110% 79 Sangho * 0.0110% 80 Swahili * 0.0110% 81 Burmese * 0.0074% 82 Chamorro * 0.0074% 83 Croatian * 0.0074% 84 Igala * 0.0074% 85 Igbo * 0.0074% 86 Kabyle * 0.0074% Table 9: Fall Statistics Background Languages of All APS Students Arlington Public Schools Page 2 of 3 School Year 2017‐2018 Report Page 17 of 45 Fall Statistics Table 9: Background Languages Represented Among Arlington Public Schools Students Grades PreK through High School  September 29, 2017

N Language Total Per Cent 87 Kashmiri * 0.0074% 88 Kiribati * 0.0074% 89 Krio * 0.0074% 90 Panjabi, Eastern * 0.0074% 91 Setswana * 0.0074% 92 Assamese * 0.0037% 93 Chinese, Min Nan * 0.0037% 94 Crioulo, * 0.0037% 95 Farefare * 0.0037% 96 Jamaican Creole English * 0.0037% 97 Khana * 0.0037% 98 Kyrgyz * 0.0037% 99 Lingala * 0.0037% 100 Luganda * 0.0037% 101 Macedonian * 0.0037% 102 Maldivian * 0.0037% 103 Masaaba * 0.0037% 104 Quechua, Boliviano * 0.0037% 105 Tok Pisin * 0.0037% 106 Turkmen * 0.0037% 107 Yoruba * 0.0037% Total Students 27,167 100.00%  High School students include those in grades 9 through 13, plus grade 77 ‐ adult. * Asterisks denote cells containing 10 or fewer students.

Table 9: Fall Statistics Background Languages of All APS Students Arlington Public Schools Page 3 of 3 School Year 2017‐2018 Report Page 18 of 45 Fall Statistics Table 10: Birth Countries Represented Among Arlington Public Schools Students Grades PreK through High School  September 29, 2017 N Birth Country Total Per Cent 1 United States 22,690 83.5204% 2 El Salvador 653 2.4037% 3 Guatemala 464 1.7080% 4 Ethiopia 286 1.0527% 5 Mongolia 249 0.9166% 6 Bolivia 164 0.6037% 7 China 162 0.5963% 8 Honduras 152 0.5595% 9 Bangladesh 130 0.4785% 10 Pakistan 104 0.3828% 11 Mexico 98 0.3607% 12 Germany 86 0.3166% 13 Russia 79 0.2908% 14 United Kingdom 74 0.2724% 15 India 70 0.2577% 16 Japan 66 0.2429% 17 Colombia 63 0.2319% 18 Iraq 55 0.2025% 19 Nepal 55 0.2025% 20 Eritrea 50 0.1840% 21 Korea, South (Rep. of Korea) 47 0.1730% 22 Australia 46 0.1693% 23 Morocco 46 0.1693% 24 Philippines 45 0.1656% 25 Turkey 45 0.1656% 26 Argentina 41 0.1509% 27 Peru 39 0.1436% 28 Kazakhstan 38 0.1399% 29 Canada 37 0.1362% 30 Vietnam 35 0.1288% Null Country Field (Blank) 33 0.1215% 31 Puerto Rico 32 0.1178% 32 Saudi Arabia 32 0.1178% 33 Thailand 31 0.1141% 34 Brazil 30 0.1104% 35 Ukraine 30 0.1104% 36 Egypt 29 0.1067% 37 Spain 29 0.1067% 38 Italy 27 0.0994% 39 Afghanistan 26 0.0957% 40 France 23 0.0847% 41 United Arab Emirates 23 0.0847% 42 Jordan 21 0.0773% 43 Korea, North (Dem. People's Rep.) 21 0.0773% 44 Sudan 20 0.0736% 45 Nicaragua 18 0.0663% 46 Ecuador 17 0.0626% 47 Switzerland 16 0.0589% 48 Venezuela 16 0.0589% 49 South Africa 15 0.0552% 50 Tajikistan 15 0.0552%

Table 10: Fall Statistics Birth Countries of All APS Students Arlington Public Schools Page 1 of 3 School Year 2017‐2018 Report Page 19 of 45 Fall Statistics Table 10: Birth Countries Represented Among Arlington Public Schools Students Grades PreK through High School  September 29, 2017 N Birth Country Total Per Cent 51 Belgium 14 0.0515% 52 Dominican Republic 14 0.0515% 53 Netherlands 14 0.0515% 54 Uzbekistan 13 0.0479% 55 Finland 12 0.0442% 56 Georgia 12 0.0442% 57 Sweden 12 0.0442% 58 Azerbaijan 11 0.0405% 59 Cambodia 11 0.0405% 60 Indonesia 11 0.0405% 61 Jamaica 11 0.0405% 62 Chile * 0.0368% 63 Ghana * 0.0368% 64 Iran * 0.0368% 65 Madagascar * 0.0368% 66 Poland * 0.0368% 67 Romania * 0.0368% 68 Syria * 0.0368% 69 Albania * 0.0331% 70 Bulgaria * 0.0331% 71 Greece * 0.0331% 72 Israel * 0.0331% 73 Kyrgyzstan * 0.0331% 74 New Zealand * 0.0331% 75 Senegal * 0.0331% 76 Singapore * 0.0331% 77 Taiwan * 0.0331% 78 Ireland * 0.0294% 79 Libya * 0.0294% 80 Qatar * 0.0294% 81 Austria * 0.0258% 82 Costa Rica * 0.0258% 83 Kuwait * 0.0258% 84 Nigeria * 0.0258% 85 Tunisia * 0.0258% 86 Yemen * 0.0258% 87 Congo, Dem. Rep. of (Kinshasa) * 0.0221% 88 Kenya * 0.0221% 89 Norway * 0.0221% 90 Armenia * 0.0184% 91 Guam * 0.0184% 92 Iceland * 0.0184% 93 Lebanon * 0.0184% Unknown or Unspecified Country * 0.0184% 94 Bosnia and Herzegovina * 0.0147% 95 Cameroon * 0.0147% 96 Cuba * 0.0147% 97 Czech Republic * 0.0147% 98 Equatorial Guinea * 0.0147% 99 Estonia * 0.0147% 100 Haiti * 0.0147% 101 Hungary * 0.0147% 102 Palestinian Territory * 0.0147% 103 Uganda * 0.0147% 104 Hong Kong * 0.0110% 105 Lithuania * 0.0110% 106 Turkmenistan * 0.0110% 107 Uruguay * 0.0110%

Table 10: Fall Statistics Birth Countries of All APS Students Arlington Public Schools Page 2 of 3 School Year 2017‐2018 Report Page 20 of 45 Fall Statistics Table 10: Birth Countries Represented Among Arlington Public Schools Students Grades PreK through High School  September 29, 2017 N Birth Country Total Per Cent 108 Angola * 0.0074% 109 Bahamas * 0.0074% 110 Bahrain * 0.0074% 111 Dominica * 0.0074% 112 Guyana * 0.0074% 113 Kiribati * 0.0074% 114 Paraguay * 0.0074% 115 Togo * 0.0074% 116 Algeria * 0.0037% 117 Belize * 0.0037% 118 Botswana * 0.0037% 119 Cape Verde * 0.0037% 120 Central African Republic * 0.0037% 121 Chad * 0.0037% 122 Croatia * 0.0037% 123 Fiji * 0.0037% 124 French Polynesia * 0.0037% 125 Guinea * 0.0037% 126 Kosovo * 0.0037% 127 Laos * 0.0037% 128 Liberia * 0.0037% 129 Luxembourg * 0.0037% 130 Macedonia * 0.0037% 131 Malawi * 0.0037% 132 Malaysia * 0.0037% 133 Maldives * 0.0037% 134 Mali * 0.0037% 135 Mauritania * 0.0037% 136 Montenegro * 0.0037% 137 Mozambique * 0.0037% 138 Namibia * 0.0037% 139 Panama * 0.0037% 140 Papua New Guinea * 0.0037% 141 Portugal * 0.0037% 142 Serbia * 0.0037% 143 Sierra Leone * 0.0037% 144 Somalia * 0.0037% 145 Sri Lanka * 0.0037% 146 Tanzania * 0.0037% Total Students 27,167 100.00%  High School students include those in grades 9 through 13, plus grade 77 ‐ adult. * Asterisks denote cells containing 10 students or fewer.

Table 10: Fall Statistics Birth Countries of All APS Students Arlington Public Schools Page 3 of 3 School Year 2017‐2018 Report Page 21 of 45 Fall Statistics Background Languages of Arlington Public Schools Students (PreK through High School) Figure 1 September 29, 2017

Hola Hello

ሰላም። Bonjour

Merhaba و عليكم السالم Olá 您好

Приве́ т! नमते Chào anh Chào chị Kumusta? สวสดั ี The 20 Languages identified by name are represented by more than 30 students. N of Languages=107.

Figure 1: Fall Statistics Background Languages of APS Students Arlington Public Schools Page 1 of 1 School Year 2017‐2018 Report Page 22 of 45 Fall Statistics Birth Countries of Arlington Public Schools Students (Grades PreK through High School) Figure 2 September 29, 2017

Mongolia Bolivia China Honduras Bangladesh Pakistan Mexico Germany Russia UK India Japan 0.92% 0.60% 0.60% 0.56% 0.48% 0.38% 0.36% 0.32% 0.29% 0.27% 0.26% 0.24% Ethiopia Colombia 1.05% 0.23% Guatemala Iraq Nepal Eritrea 1.71% 0.20% 0.20% 0.18% El Salvador 2.40% 126 Other Countries 5.22%

United States 83.52%

The 20 birth countries listed by name are represented by 50 or more students. Total N of Birth Countries=146. Figure 2: Fall Statistics Birth Countries of APS Students Arlington Public Schools Page 1 of 1 School Year 2017‐2018 Report Page 23 of 45 Fall Statistics Background Languages of Arlington Public Schools Language Minority Students Figure 3 September 29, 2017

ধনয্বাদ Баярлалаа شكريه

!የቐንየለይ شكرا

አመሰግናለሁ Gracias 谢谢

The 30 Languages identified by name are represented by more than 20 students. Number of Languages=106.

Fall Statistics Figure 3: Background Languages of APS Language Minority Students Arlington Public Schools Page 1 of 1 School Year 2017‐2018 Report Page 24 of 45 Fall Statistics Birth Countries of Arlington Public Schools Language Minority Students Figure 4 September 29, 2017

The 26 Countries identified by name are represented by more than 25 students. Number of Countries=135.

Fall Statistics Figure 4: Birth Countries of APS Language Minority Students Arlington Public Schools Page 1 of 1 School Year 2017‐2018 Report Page 25 of 45

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students September 29, 2017 Alternate Language Name A Language of II Countries of Birth III Language Names I A Mayan language. ACHI VII Guatemala Guatemala Dialects: Cubulco Achi, Rabinal Achi. Albanian, Arbëreshë Albania, Kosovo*, USA (Italy) *Kosovo, self‐declared independent Albanian, Arvanitika country in the Balkans region of (Greece) Europe. Although the United States Albanian, Gheg and most members of the European (Albania; also Macrolanguage ALBANIAN includes: Union (EU) recognized Kosovo’s indigenous in: Albanian, Arbëreshë declaration of independence from ALBANIAN Macedonia, Albanian, Arvanitika Serbia in 2008, Serbia, Russia, and a A Macrolanguage IV Montenegro, Serbia; Albanian, Gheg significant number of other also established in: Albanian, Tosk countries—including several EU Romania, Slovenia, members—did not. Turkey) "Kosovo". (2017). In Encyclopædia Albanian, Tosk Britannica. Retrieved from (Albania; also http://school.eb.com/levels/high/arti indigenous in Greece; cle/Kosovo/46111 established in Turkey) Canada, China, Ethiopia, Germany, Abyssinian, Amarigna, Amarinya, Amhara, AMHARIC Ethiopia Saudi Arabia, South Africa, Sweden, Ethiopian Uganda, USA Algeria Australia Colloquial Arabic: Besides Standard Arabic, Austria the members of macrolanguage Arabic, Canada include twenty‐nine varieties of spoken Chad Arabic; a few examples of which are: Egypt Algerian, Chadian, Dhofari (Oman), Eritrea Egyptian, Libyan, Mesopotamian (Iraq), Iraq South Levantine (Jordan), Gulf (Kuwait), Israel Moroccan, Tunisian, Shihhi (United Arab Jordan Emirates), Ta’izzi‐Adeni (Yemen). Kuwait Therefore, the variety of Arabic spoken Lebanon depends upon the country and/or region North Africa, Libya or origin of the student. For students born most of the Arabian ARABIC V Mauritania in non‐Arabic‐speaking countries, e.g.: Peninsula, A Macrolanguage IV Morocco Canada, Philippines, USA, the parents had and other parts of the Netherlands emigrated there from an Arabic‐speaking Middle East Palestinian Territory country, from which the variety of Poland colloquial Arabic would originate. Qatar

Saudi Arabia Standard Arabic: Sudan Also called Al‐’Arabiyya, Al‐Fusha, Literary Syria Arabic, Classical Arabic (Koranic Arabic, Tunisia Quranic Arabic), Modern Standard Arabic Turkey (Modern Literary Arabic). Preserves the United Arab Emirates ancient grammar. A member of United Kingdom macrolanguage Arabic. USA Yemen Haieren, Somkhuri, Ermenice, Ermeni Dili, Armenia, United Kingdom, USA ARMENIAN Armenia Armjanski Yazyk Table 11: Report Page 26 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Azerbaijani, North North [azj]: Azerbaijan, Azerbaydzhani, AZERBAIJANI (Azerbaijan) Azeri Turk Azerbaijan, USA A Macrolanguage IV Azerbaijani, South South [azb]: Azeri, Törki (Iran) Bangladesh, Canada, India, Japan, BENGALI Bangala, Bangla, Bangla‐Bhasa Bangladesh Singapore, USA Morocco, Algeria, Family of twenty‐six languages in the Afro‐ BERBER VI Tunisia, Libya, Israel, Algeria, USA (Kabyle) Asiatic language phylum, for example: (Amazigh Languages) Niger, Mali, Morocco, USA (Tamazight) Kabyle, Tachelhit, Tamazight, etc. Mauritania Bosnia and Herzegovina BOSNIAN IX See Serbo‐Croatian, Croatian, Serbian (Independence USA from Yugoslavia: April 1992) BULGARIAN Balgarski Bulgaria Bulgaria, Switzerland, USA Bama, Bamachaka, Myamasa, Myanma, BURMESE Myanmar (Burma) USA Myanmar, Myen CAMBODIAN Central Khmer, Khmer Cambodia Cambodia, USA Binisaya, Bisayan, Sebuano, Sugbuanon, CEBUANO Philippines Philippines, USA Sugbuhanon, Visayan CHAMORRO Tjamoro, Chamorru (Autonym) Guam Guam, Continental USA Includes Chinese ____: Gan [gan], Hakka [hak], Huizhou [czh], Jinyu [cjy], CHINESE Mandarin [cmn], Min Bei [mnp], Canada, China, Taiwan, Thailand, A Macrolanguage IV, XII China Min Dong [cdo], Min Nan [nan], USA, Vietnam

Min Zhong [czo], Pu‐Xian [cpx], Wu [wuu], Xiang [hsn], Yue [yue]. Beifang Fangyan, Guanhua, Guoyu, Hanyu, Huayu, Mandarin, Northern Chinese, Canada, China,Taiwan, Thailand, CHINESE, MANDARIN XII China Putonghua, Standard Chinese, USA, Vietnam Zhongguohua, Zhongwen CHINESE, MIN NAN XII Minnan, Southern Min China China Cantonese, Gwong Dung Waa, Yue, Yueh, CHINESE, YUE XII China France, USA Yuet Yue, Yueyu CREOLE VIII A Creole language is "the form of language . . . that develops when speakers of mutually unintelligible "Creole" currently listed in APS languages remain in persistent and long‐lasting contact with each other, with one of the contributing Synergy (code 350) languages typically dominant" Since 2012, the VA Dept. of Education lists "Creoles and Definition of 'Creole language' (2017). In Collins English Dictionary Retrieved at pidgins (Other)" with code 350. https://www.collinsdictionary.com/us/dictionary/english/creole

Table 11: Report Page 27 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Thirty‐three world Atlantic examples (of twenty‐four): areas with access to Bahamas Creole English the Atlantic Ocean CREOLE VIII Bajan (Barbados) and Pacific Ocean Lewis, M. Paul, Gary F. English‐based Creoles Belize Kriol English Simons, and Charles D. See: Guyanese Creole Fennig (eds.). 2016. Guyanese Creole Since 2012, the VA Dept. of Krio (Sierra Leone) Ethnologue: Languages Jamaican Creole English Education lists "Creoles and Mískito Coast Creole English (Nicaragua). of the World, Krio pidgins, English based (Other)." Pacific examples (of eight): Nineteenth edition. (Not available in APS Synergy) Bislama (Vanuatu) Dallas, Texas: SIL Hawai’i Pidgin International. Online Roper‐Bamyili Creole or Kriol (Australia). version: http://www.ethnologue. com

Haiti CREOLE VIII Brazil (Karipuna French‐based Creoles Creole French) Creole, French based French Guiana Examples: Guianese Creole French (French Since 2012, the VA Dept. of Réunion & Mauritius None this year. Guiana), Haitian, Louisiana Creole French, Education lists "Creoles and (islands in the Indian Morisyen pidgins, French‐based (Other)." Ocean), (Not available in APS Synergy) USA (Louisiana Creole French) CRIOULO, Upper Guinea VIII (Portuguese‐based Creole, not available in APS Synergy)

Guinea‐Bissau Creole, Kiryol, Kriulo, Since 2012, the VA Dept. of Guinea‐Bissau USA Portuguese Creole Education lists "Creoles and pidgins, Portuguese‐based (Other)." (Not available in APS Synergy) CROATIAN IX Hrvatski Croatia Croatia, USA CZECH Bohemian, Cestina Czech Republic Czech Republic, USA

DARI XI Afghan Persian, Eastern Farsi, Parsi, A member of Persian, Autonym: Farsi [prs] Afghanistan Afghanistan, USA Macrolanguage Persian (Arabic script)

DUTCH Nederlands, Hollands Netherlands Italy, Netherlands, USA

Table 11: Report Page 28 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students September 29, 2017 Alternate Language Name A Language of II Countries of Birth III Language Names I Afghanistan, Albania, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Belgium, Bolivia, Brazil, Bulgaria, Cambodia, Canada, Chile, No alternate language names. China, Colombia, Costa Rica, Cuba,

Czech Republic, Dominica, Dominican Classification: Republic, Ecuador, Egypt, El Salvador, Indo‐European, Germanic, West, English English originated in Eritrea, Estonia, Ethiopia, Fiji, England and is the Finland, France, French Polynesia, The United States has three main dialects: dominant language of ENGLISH Georgia, Germany, Ghana, Greece, Northern, Midland, and Southern. Each the United States, the Guam, Guatemala, Haiti, Honduras, has its subdialects. United Kingdom, West Germanic language of the Hong Kong, Hungary, Iceland, India, Canada, Australia, Indo‐European language family Indonesia, Iran, Iraq, Ireland, Israel, British Received Pronunciation (RP), Ireland, New Zealand, that is closely related to Frisian, Italy, Jamaica, Japan, Jordan, traditionally defined as the standard and various island German, and Dutch (in Belgium Kazakhstan, Kenya, Korea, North speech used in London and southeastern nations in the called Flemish) languages. (Dem. People's Rep.), Korea, South England, is one of many forms (or accents) Caribbean Sea and (Rep. of Korea), Kuwait, Kyrgyzstan, of standard speech throughout the the Pacific Ocean. English language. (2017). In Lebanon, Lithuania, Luxembourg, English‐speaking world. ...It is considered It is also an official Encyclopædia Britannica. Macedonia, Malawi, Malaysia, the prestige accent in such institutions as language of India, the Retrieved from Mexico, Mongolia, Morocco, Nepal, the civil service and the BBC... Philippines, http://school.eb.com/levels/hig Netherlands, New Zealand, Singapore, and many h/article/English‐ Nicaragua, Nigeria, Norway, Pakistan, Canada is a bilingual country (English and countries in sub‐ language/109779 Palestinian Territory, Peru, French). Among the Anglophone Saharan Africa, Philippines, Poland, Puerto Rico, population, the influence of United States including South Qatar, Romania, Russia, Saudi Arabia, English is strong. Nevertheless, in spite of Africa. Senegal, Singapore, South Africa, the effect of this proximity to the United Spain, Sweden, Switzerland, Syria, States, British influences are still potent in Taiwan, Tajikistan, Thailand, Togo, some of the larger cities. Tunisia, Turkey, Turkmenistan, Ukraine, United Arab Emirates, United Kingdom, United States, Uruguay, Uzbekistan, Venezuela, Vietnam, Yemen. ESTONIAN Eesti, Viro Estonia Estonia, Japan, USA Ebwe, Efe, Eibe, Eue, Eve, Gbe, Krepe, ÉWÉ Ghana, Togo Ghana, Togo, USA Krepi, Popo, Vhe Frafra, Gurene, Gurenne, Gurune, FAREFARE Ghana Ghana Nankani, Ninkare FARSI XI (Iranian Persian) New Persian, Parsi, Persian, West Persian, Iran Iran, Netherlands, USA A member of Macrolanguage Western Farsi. Autonym: Farsi [pes] Persian) FINNISH Suomi Finland Finland, France, Ireland, USA

France and Other Cameroon, Canada, Congo‐Kinshasa, FRENCH Français Francophone Ethiopia, France, Germany, Mali, Countries Mexico, Senegal, Tunisia, USA

Table 11: Report Page 29 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students September 29, 2017 Alternate Language Name A Language of II Countries of Birth III Language Names I Includes: Adamawa Fulfulde [fub] (Cameroon) Bagirmi Fulfulde [fui] (Chad) Several African Borgu Fulfulde [fue] (Benin) Countries: FULAH (or Fula) Central‐Eastern Niger Fulfulde [fuq] Benin, Cameroon, Guinea, USA A Macrolanguage of Senegal IV (Niger) Chad, Guinea, Mali, Maasina Fulfulde [ffm] (Mali) Niger, Nigeria, Nigerian Fulfulde [fuv] (Nigeria) Senegal Pulaar [fuc], Pular [fuf] (Guinea) Western Niger Fulfulde [fuh] (Niger). GA Accra, Acra, Amina, Gain Ghana USA

GEORGIAN Common Kartvelian, Gruzinski, Kartuli Georgia Georgia, USA

GERMAN Deutsch, Tedesco, Standard German Germany Belgium, Germany, USA

Ellinika, Graecae, Grec, Greco, Neo‐ GREEK Greece Greece, USA Hellenic, Romaic GUJARATI Gujerathi, Gujerati, Gujrathi India USA GUYANESE CREOLE VIII Creolese, Guyanese Creole Guyana Guyana, USA (English‐based Creole) Abakwariga, Habe, Haoussa, Hausawa, HAUSA Nigeria Nigeria, USA Kado, Mgbakpa

HINDI Khadi Boli, Khari Boli India Hong Kong, India, Nepal, USA

Northern Hindko [hno]: Hazara Hindko, Hindki, Kagani, Kaghani HINDKO Southern Hindko [hnd]: Dialects: Attock A member of macrolanguage Pakistan USA Hindko (Attock‐Haripur Hindko), Kohat Lahnda IV Hindko (Kohati), Peshawar Hindko (Peshawari), Rural Peshawar Hindko. HUNGARIAN Magyar Hungary Hungary, USA ICELANDIC Íslenska (Autonym) Iceland Iceland IGALA Igara Nigeria Liberia, Nigeria IGBO Ibo Nigeria Nigeria, USA Indonesia INDONESIAN Bahasa Indonesia (Autonym) Indonesia, USA (Java and Bali) ITALIAN Italiano Italy Italy, Panama, USA

JAMAICAN Creole English VIII Bongo Talk, Jamiekan, Limon Creole Jamaica Jamaica (English‐based Creole) English, Patois, Patwa, Quashie Talk

Eastern Japanese, Western Japanese, JAPANESE Japan France, Japan, Kenya, Taiwan, USA Zu‐zu‐ben. KABYLE VI Amazigh, Tamazight, Taqbaylit Algeria USA Banglori, Canarese, Havyaka, Kanarese. KANNADA India India, Qatar, USA Autonym: Kannada

Table 11: Report Page 30 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students September 29, 2017 Alternate Language Name A Language of II Countries of Birth III Language Names I A Mayan language. KAQCHIKEL VII Guatemala Guatemala Cakchiquel, Kaqchiquel Cashmeeree, Cashmiri, Kacmiri, KASHMIRI India, Pakistan USA Kaschemiri, Keshur, Koshur KAZAKH Kaisak, Kazak, Kosach, Qazaq Kazakhstan India, Israel, Kazakhstan, USA KHANA Kana, Ogoni Nigeria USA

KIRIBATI Gilbertese, Ikiribati, I‐Kiribati, Kiribatese Kiribati Kiribati

KOREAN Hanguk Mal, Hanguk Uh Korea Korea, South (Rep. of Korea), USA

KRIO VIII Creole, Patois Sierra Leone Sierra Leone, USA (English‐based Creole)

Southern [sdh]: No alternate names. Southern Dialects: Bayray, Feyli, Garrusi Iran: Southern (Bijari), Kalhori, Kermanshahi Kurdish KURDISH (Kermanshani), Kolyai, Kordali, Luri, Iraq: Central Kurdish Iraq, USA A Macrolanguage of Iraq IV Malekshahi (Malekshay), Sanjabi. Turkey: Northern Central [ckb]: Kurdi, Sorani Kurdish Northern [kmr]: Kermancî, Kirmancî, Kurdi, Kurdî, Kurmancî, Kurmanji

KYRGYZ Kara‐Kirgiz, Kirghiz, Kirgiz Kyrgyzstan Kyrgyzstan Laotian Tai, Laotian, Phou Lao, Eastern Thai, Lum Lao, Lao Wiang, Lao Kao, Rong LAO Laos Laos, USA Kong, Tai Lao, Lao‐Tai, Lào, Lao‐Lum, Lao‐ Noi Dem. Rep. Congo (Capital Kinshasa; formerly Zaire. Do Democratic Republic of Congo LINGALA Ngala not confuse with the (Capital Kinshasa) Rep. of the Congo, capital Brazzaville) LUGANDA Ganda Uganda Uganda

MACEDONIAN Macedonian Slavic, Makedonski, Slavic Macedonia USA

Member languages of the Macrolanguage: Antankarana [xmv], Bara [bhr], Masikoro [msh], Northern Betsimisaraka [bmm], MALAGASY Plateau [plt], Sakalava [skg], Southern Madagascar Madagascar, USA A Macrolanguage IV Betsimisaraka [bzc], Tandroy‐Mahafaly [tdx], Tanosy [txy], Tesaka [tkg], Tsimihety [xmw] Includes Standard Malay [zlm] (alternate names: Bahasa Malaysia, Bahasa Malayu, MALAY Malaysia, Indonesia, See Indonesian language. Malayu, Melaju, Melayu); A Macrolanguage IV other countries Malay: No students this year. Indonesian [ind] (alternate name: Bahasa Indonesia); and 30 other languages.

Table 11: Report Page 31 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students September 29, 2017 Alternate Language Name A Language of II Countries of Birth III Language Names I Alealum, Malayalani, Malayali, Malean, MALAYALAM India India, USA Maliyad, Mallealle, Mopla Maldives, Republic of Dhivehi, Divehi, Mali, Malikh, Malki. ‐ South Asian island MALDIVIAN Maldives Autonym: Divehi, Divehi‐bas country, located in the Indian Ocean A Mayan language. MAM VI Huehuetenango Mam Guatemala Guatemala, USA Autonym: B'anax Mam, Qyool Maharashtra, Maharathi, Malhatee, MARATHI India India, USA Marthi, Muruthu MASAABA Gisu, Lugisu, Lumasaaba, Masaba Uganda Uganda Mongolian, Peripheral [mvf] (China, Mongolia): Inner Mongolian, Menggu, Monggol, Mongol, Southern‐Eastern Australia, Germany, Ireland, Japan, MONGOLIAN China and Mongolian North Korea, South Korea, Mongolia, A Macrolanguage IV Mongolia Mongolian, Halh [khk] (Mongolia): Central Poland, USA Mongolian, Halh, Khalkha Mongolian, Mongol

Nepalese, Eastern Pahadi, Gorkhali, Nepal NEPALI Nepal, USA Gurkhali, Khaskura, Parbate Also: Bhutan, India

Two written standards: Bokmål NORWEGIAN IX Norwegian, and Nynorsk Norwegian. Norway Norway Dialect: Riksmål. Macrolanguage Oromo includes: Oromo, Borana‐Arsi‐Guji (Afan Oromo, Southern OROMO Oromo) [gax], Oromo, Eastern (Harar, Ethiopia Ethiopia, USA A Macrolanguage IV Harar Oromo, Harer, Ittu) [hae], and Oromo, West Central (Afan Oromo, Oromoo) [gaz]. Punjabi, Eastern Punjabi, Gurmukhi, PANJABI, Eastern XVI India India Gurumukhi Western Punjabi, Lahnda, Lahanda, PANJABI, Western XVI Lahndi, Panjabi, Panjabi Proper, Punjabi, Pakistan Pakistan, USA Punjapi, Shahmukh

Part of Macrolanguage Pushto. PASHTO, Central Mahsudi, Waziri Pakistan Language name not available in APS Synergy drop‐down menu. Pakhto, Pashtu, Pushto, Yousafzai Pashto, PASHTO, Northern Pakistan Pakistan, USA Yusufzai Pashto Kandahar Pashto, Qandahar Pashto, PASHTO, Southern Afghanistan Afghanistan, USA Southwestern Pashto Member Languages of the Macrolanguage: PUSHTO See: Central, Northern, Southern Central [pst], Northern [pbu], and Pakistan A Macrolanguage IV Pashto Southern [pbt] Pashto Table 11: Report Page 32 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students September 29, 2017 Alternate Language Name A Language of II Countries of Birth III Language Names I Includes: Dari: Afghanistan PERSIAN Dari (Afghan Persian) [prs] Iranian Persian See: Dari, Farsi, Tajiki A Macrolanguage IV Iranian Persian [pes] (Farsi): Iran Autonym for both: Farsi POLISH Polski, Polnisch Poland Poland, Russia, USA Português Brazil dialect: Brazilian Portuguese. Portugal, Brazil, Other Angola, Brazil, Cape Verde, PORTUGUESE Portugal dialects: Standard Portuguese of Countries Mozambique, Portugal, USA Portugal based on Estremenho dialect (Lisbon and Cohimbra)

Bolivia, Peru, QUECHUA XV Kichwa, Queswasimi, Qhichwasimi, Ecuador, Colombia Bolivia A Macrolanguage IV Runasimi, other and Argentina

ROMANIAN Rumanian, Moldavian, Daco‐Rumanian Romania Romania, USA

Azerbaijan, Belgium, Bosnia and Herzegovina, Czech Republic, Germany, Kazakhstan, Kyrgyzstan, RUSSIAN Russki Russia Russia, Ukraine, United Arab Emirates, United Kingdom, USA, Uzbekistan

SANGHO Central African Creole VIII, Sango Central African Republic, USA Republic Ngbandi‐based XIII

Bosnia and Herzegovina, Montenegro, Serbia, USA. Serbia separated from Montenegro SERBIAN IX See Serbo‐Croatian, Bosnian, Croatian Serbia on 5/21/2006. Serbia and Montenegro had previously separated from the Federal Republic of Yugoslavia on 4/11/1992. Federal Republic of Bosnian [bos], Croatian [hrv], Montenegrin Serbo‐Croatian was the official Yugoslavia [srp], and Serbian [srp] language of the Federal Republic of SERBO‐CROATIAN IX ‐ now Croatia, Bosnia (Official or standard languages of Croatia, Yugoslavia. Several independent A Macrolanguage IV and Herzegovina, Bosnia Hercegovina, Serbia, and countries derived from the former Serbia, Montenegro, Montenegro) Yugoslavia since 1991. and Kosovo Botswana; also Setswana, Tswana are autonyms; also: indigenous in SETSWANA Beetjuans, Chuana, Coana, Cuana, Botswana, Namibia Namibia, South Sechuana Africa, Zimbabwe SINGHALESE Sinhala, Sinhalese, Singhala, Cingalese Sri Lanka Sri Lanka, USA

Table 11: Report Page 33 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Castellano, Castilian, Español Spain Classification: Also spoken in: Indo‐European, Italic, Romance, Italo‐ Andorra, Argentina, SPANISH Argentina, Belize, Bolivia, Brazil, Western, Western, Gallo‐Iberian, Ibero‐ Belize, Bolivia, Canada, Chile, Colombia, Costa Rica, Romance, West Iberian, Castilian Caribbean Netherlands, Castellano is still the name used Chile, Colombia, Costa Cuba, Dominican Republic,

for the Spanish language in Rica, Cuba, Curacao, Ecuador, El Salvador, In the early 21st century, Mexico had the several American countries. Dominican Republic, Equatorial Guinea, greatest number of [Castilian] speakers Besides Castilian or Spanish, the Ecuador,El Salvador, Finland, France, (more than 85 million), followed by Equatorial Guinea, other languages spoken in Spain Guatemala, Haiti, Honduras, Ireland, Colombia (more than 40 million), France, Gibraltar, include Aragonese, Asturian, Jordan, Mexico, Netherlands, Argentina (more than 35 million), the Guatemala, Honduras, Basque, Caló, Catalan‐ Nicaragua, Paraguay, Peru, Puerto United States (more than 31 million), and Mexico, Morocco, Valencian‐Balear, Rico, Russia, South Africa, Spain, Spain (more than 30 million). Nicaragua, Panama, Extremaduran, Fala, and Paraguay, Peru, Switzerland, United Kingdom, USA,

Galician. Philippines, Puerto Rico, Uruguay, Venezuela Spanish language. (2017). In Encyclopædia Trinidad and Tobago, Britannica. Retrieved from United States, Uruguay, http://school.eb.com/levels/high/article/S Venezuela panish‐language/68992 Tanzania Also spoken in: Burundi, Kenya, SWAHILI Kisuaheli, Kiswahili Mayotte, Tanzania, USA Mozambique, Somalia, South Africa, Uganda. SWEDISH Ruotsi, Svenska Sweden Sweden, USA Used as the basis for the development of Filipino [fil]. Filipino (alternate name Pilipino) is the Korea‐South, Philippines, TAGALOG official language of the Philippines, based Philippines Switzerland, United Kingdom, USA on Tagalog [tgl] with the inclusion of terms from other regional languages and widely spoken as a second language

Tadzhik, Taji, Tajiki Persian TAJIKI XI Autonym: Tojiki [tgk] Tajikistan, Uzbekistan Tajikistan, USA, Uzbekistan Cyrillic script used since 1940, primary use. TAMAZIGHT VI Berber; Tamazight, Tidikelt Algeria USA Tamalsan, Tambul, Tamili, Tamal, TAMIL India India, United Kingdom, USA Damulian Telegu, Andhra, Gentoo, Tailangi, TELUGU India India, USA Telangire, Telgi, Tengu, Terangi, Tolangan Central Tai, Standard Thai, Thaiklang, THAI Thailand Cambodia, Thailand, USA Siamese Table 11: Report Page 34 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students September 29, 2017 Alternate Language Name A Language of II Countries of Birth III Language Names I Eritrea, Ethiopia, Israel, Kenya, TIGRINYA Tigrigna, Tigray Ethiopia Sudan, Tunisia, USA TOK PISIN VIII Melanesian English, Neomelanesian, New Papua New Guinea Papua New Guinea (English‐based Creole) Guinea Pidgin English, Pidgin, Pisin TURKISH Türkçe, Türkisch, Anatolian Turkey Turkey, USA Trukhmen, Trukhmeny, Turkmani, TURKMEN XIV Turkmenistan Turkmenistan Turkmanian, Turkmenler, Turkomans TWI Dialect of Language Akan Ghana Ghana, USA No alternate names. Dialects: East, Belgium, Turkey, Ukraine, United UKRAINIAN Northwest, Southwest with slight Ukraine Kingdom, USA differences. Bihari, Modern Standard Urdu. Dialects: URDU Dakhini (India), Pakistan Pakistan, Saudi Arabia, USA Rekhta (used in poetry) China Also: Afghanistan, Uighur, Uygur, Uigur, Uighuir, Uiguir, UYGHUR Kazakhstan, China, Sweden, Turkey, USA Weiwuer, Wiga Mongolia, Turkey (Asia) Afghanistan (Uzbek, Southern) UZBEK Southern [uzs]: Uzbeki, Usbeki, Uzbak Uzbekistan Belgium, Kyrgyzstan, USA, Uzbekistan A Macrolanguage IV Northern [uzn]: O'zbek (autonym) (Uzbek, Northern) Also: China, Kyrgyzstan, Turkey

VIETNAMESE Kinh, Gin, Jing, Ching, Viet, Annamese Vietnam Canada, USA, Vietnam

Ouolof, Yallof, Walaf, Volof, WOLOF Senegal Senegal, USA Waro‐Waro YORUBA Yariba, Yooba Nigeria Nigeria

International: West Africa, East Africa, WORLD ENGLISH VII Second language varieties of English None this year. India, Singapore, Philippines, etc.

See notes on the following pages.

Table 11: Report Page 35 of 45 APS Student Background Languages and Birth Countries

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

I. A language may be designated with different names. Other known names of each language have been included under the column "Alternate Language Names." Sometimes, one of the language names is labeled as an “autonym.” (See definition below):

Autonym (linguistics, anthropology) A name used by a group or category of people to refer to themselves or their language, as opposed to a name given to them by other groups. www.yourdictionary.com/autonym (retrieved on 11/16/2017).

II. The column "A Language of" indicates the main country of origin of the language.

III. "Countries of Birth" lists the birth countries of the students whose home, first, or heritage languages ‐ and/or languages of instruction ‐ are represented among the target population.

Student records that were counted to determine the languages were active in APS on 9/29/2017.

Sources of data were: a) Synergy – The APS Student Information System; b) APSnet – Q‐ESOL/HILT; c) APSnet – LSRC.

The countries of birth of some of the parents of students born in the U.S., especially where a student’s birth country and language do not appear to match, were obtained from APSnet‐LSRC (for English Learner students, or their siblings, registered at the LSRC). For other students, this information was obtained through oral or written declarations of school staff or parents. Similarly, some of the languages other than English, or those languages without a code in the APS Student Information System (coded as “Unknown or Unlisted Language” in Synergy and APSnet‐LSRC), were investigated with school staff and/or parents. Some languages other than English were obtained from the completed Summary Score Sheets of the WIDA Measure of Developing English Language TM for Kindergarten administered to rising kindergartners.

This table does not attempt to represent official languages for each country, nor an exhaustive list of countries where each language is spoken. The home, school, or heritage languages of some students may have originated in the cultures of the parents or ancestors, as opposed to the national language or languages of the country where the student was born. For example, a student born in Germany may speak Amharic at home (and not German), because Amharic is the language spoken at home by the student’s parents, born in Ethiopia.

Guam: Geographically, Guam is an island in the North Pacific Ocean, the largest, most populous, and southernmost of the Mariana Islands. It lies about 5,800 miles (9,300 km) west of San Francisco and 1,600 miles (2,600 km) east of Manila. . .Politically, Guam is an unincorporated territory of the United States governed under the Organic Act of Guam, passed by the U.S. Congress and approved by the president on August 1, 1950. The Organic Act made all native people of Guam (called Chamorros) U.S. citizens. Although they do not have the right to vote in national elections, voters do caucus during the presidential primary season and send delegates to the Democratic and Republican national party conventions. The Chamorro language is not a Micronesian dialect but a distinct language with its own vocabulary and grammar.

(Quote from: “Chamorro”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Chamorro/22344)

Puerto Rico: Puerto Rico, officially Commonwealth of Puerto Rico, Spanish Estado Libre Asociado de Puerto Rico, self‐governing island commonwealth of the West Indies, associated with the United States. The easternmost island of the Greater Antilles chain, it lies approximately 50 miles (80 km) east of the Dominican Republic, 40 miles (65 km) west of the Virgin Islands, and 1,000 miles (1,600 km) southeast of the U.S. state of Florida.

Both Spanish and English are official languages in Puerto Rico, which remains a predominantly Spanish‐speaking society. . . [A]bout one‐fourth of Puerto Rican adults speak English fluently.

Although Puerto Ricans have been U.S. citizens since 1917, they cannot vote in U.S. presidential elections, but those 18 years and older may vote for a resident commissioner to the U.S. House of Representatives—who is allowed to speak but may vote only in committees.

(Quote from: “Puerto Rico”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Puerto‐Rico/117386)

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 36 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

I, II, and IV: Ethnologue: Languages of the World as Source of Information

Ethnologue is the comprehensive reference work that catalogs all the known living languages in the world today. It has been an active research project for more than 60 years. Thousands of linguists and other researchers all over the world rely on and have contributed to the Ethnologue. It is widely regarded to be the most comprehensive listing of information of its kind.

Ethnologue print volumes: For the 2017‐2018 Survey, the Twentieth Edition of Ethnologue in book form was consulted: Gary F. Simons, and Charles D. Fennig (eds.). 2017. Ethnologue: Languages of the World, Twentieth edition. Dallas, Texas: SIL International.

The Twentieth Edition of Ethnologue (hardcover) consists of three print volumes organized geographically:  Ethnologue: Languages of the Americas and the Pacific  Ethnologue: Languages of Asia  Ethnologue: Languages of Africa and Europe

The Nineteenth and previous web editions of the Ethnologue have also been used to research some of the languages for the Survey:  Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.). 2016. Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com.  Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.). 2013. Ethnologue: Languages of the World, Seventeenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com.

The Problem of Language Identification How one chooses to define a language depends on the purposes one has in identifying one language as being distinct from another. Some base their definition on purely linguistic grounds, focusing on lexical and grammatical differences. Others may see social, cultural, or political factors as being primary. In addition, speakers themselves often have their own perspectives on what makes a particular language uniquely theirs. Those are frequently related to issues of heritage and identity much more than to the actual linguistic features. In addition, it is important to recognize that not all languages are oral. Sign languages constitute an important class of linguistic varieties that merit consideration.

Due to the nature of language and the various perspectives brought to its study, it is not surprising that a number of issues prove controversial. Of preeminence in this regard is the definition of the basic unit which the Ethnologue reports on: what constitutes a language?

Language as particle, wave, and field Scholars recognize that languages are not always easily nor best treated as discrete, identifiable, and countable units with clearly defined boundaries between them (Makoni and Pennycook 2006). Rather, a language is more often comprised of waves of features that extend across time, geography, and social space. In addition, there is growing attention being given to the roles or functions that language varieties play within the linguistic ecology of a region or a speech community. The Ethnologue approach to listing and counting languages as though they were discrete units does not preclude any of these more dynamic perspectives on the linguistic makeup of the countries and regions we describe.

While discrete linguistic varieties can be distinguished, we also recognize that those varieties exist in a complex set of relationships to each other. Languages can be viewed simultaneously as discrete units (particles) amenable to being listed and counted, as bundles of features across time and space (waves) that are best studied in terms of variational tendencies as examples of “change in progress” (Weinreich, Labov and Herzog 1968), and as parts of a larger ecological matrix (field), where functional roles and usage of the linguistic codes for a wide range of purposes are more in focus. All three of these, language as particle, wave, and field (Lewis 1999; Pike 1959), are useful and important perspectives. Ethnologue focuses primarily on the unitary nature of languages without prejudice against the other perspectives.

Language and dialect As part of the wave‐like nature of language in general, every language is characterized by variation within the speech communities that use it. Innovations of new features and retentions of long‐standing lexical, phonological or grammatical features spread like waves across geographic and social space and come and go over time. Varieties which share similar features diverge from one another to different degrees. Divergent varieties are often referred to as dialects. In some cases, they may be distinct enough that some would consider them to be separate

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 37 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

languages. In other cases, the varieties may be sufficiently similar to be considered merely characteristic of a particular geographic region, social grouping, or historical era. Sometimes speakers may be very aware of dialect variation and be able to label a particular dialect with a name. In other cases, the variation may go largely unnoticed or overlooked. For many, the term dialect is a pejorative term that identifies a variety as being in some way deficient or inadequate.

To further complicate the issue, not all scholars share the same set of criteria for distinguishing what level of divergence distinguishes a “language” from a “dialect” and therefore the terms are not always consistently applied. Since the fifteenth edition (2005), Ethnologue has followed the ISO 639‐3 inventory of identified languages (http://www.sil.org/iso639‐3) as the basis for our listing of distinct languages.

ISO 639‐3 criteria for language identification [See: International Organization for Standardization (ISO)]

The ISO 639‐3 standard applies the following basic criteria for defining a language in relation to varieties which may be considered dialects:

 Two related varieties are normally considered varieties of the same language if speakers of each variety have inherent understanding of the other variety at a functional level (that is, can understand based on knowledge of their own variety without needing to learn the other variety).  Where spoken intelligibility between varieties is marginal, the existence of a common literature or of a common ethnolinguistic identity with a central variety that both understand can be a strong indicator that they should nevertheless be considered varieties of the same language.  Where there is enough intelligibility between varieties to enable communication, the existence of well‐established distinct ethnolinguistic identities can be a strong indicator that they should nevertheless be considered to be different languages.  These criteria make it clear that the identification of “a language” is not based on linguistic criteria alone.

The language entries in Ethnologue include a listing of dialect names. In most cases, those listings are not based on rigorous research using the methods of dialectology. Rather, these lists include all names reported to us which may, at one time or another, have been used in reference to a local variety of a language. Names listed may be alternate names for the same linguistic variety.

IV. Macrolanguages In addition to defining three‐letter codes for individual languages, the ISO 639‐3 standard also defines codes for macrolanguages. The latter are defined in the standard as “multiple, closely related individual languages that are deemed in some usage contexts to be a single language.” Macrolanguages were introduced into the standard in order to handle cases in which varieties would be considered distinct languages by the criterion of non‐intelligibility as described above, but had already been given a code as a single language by the previously existing ISO 639‐2 standard. For instance, Arabic [ara] and Chinese [zho] were already defined in ISO 639‐2 on the basis of literature shared across many spoken varieties (and a shared writing system in the case of Chinese).

Languages like these (with their existing three‐letter codes) were included in ISO 639‐3 as macrolanguages, and the varieties that were so distinct as not to be intelligible to each other received new three‐letter codes as individual languages. The standard then enumerates the set of individual languages that are the members of each macrolanguage. It is important to note that macrolanguages are more than just groups of related languages. The individual languages that comprise a macrolanguage must be closely related, and there must be some context in which they are commonly viewed as comprising a single language.

Sign languages There are hundreds of sign languages in the world, created and used by deaf people. This edition of Ethnologue lists 140 living sign languages. As the primary language of daily face‐to‐face communication for their respective communities of users, these languages fall within the scope of the Ethnologue. The deaf sign languages listed in language entries are those used exclusively within deaf communities. The listings include only natural sign languages, not signed versions of spoken languages (manual codes), which typically have names like “Signed English” or “Signed French.” Manual codes are, however, sometimes mentioned in the entries for individual sign languages. Generally, we do not include manual systems invented primarily for use by hearing people that are not full languages (e.g., hand signals in sports), though some manual systems that have been assigned ISO 639‐3 codes and are used as second languages only are included in our listings.

“The Problem of Language Identification,” “Language as particle, wave, and field,” “Language and dialect,” “ISO 639‐3 criteria for language identification,” “Macrolanguages,” and “Sign languages,” are quotes selected from the Introduction of the 20th Edition of the Ethnologue in

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 38 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

book form: Simons, Gary F. and Charles D. Fennig (eds.). 2017. Ethnologue: Languages of the World, Twentieth edition. Dallas, Texas: SIL International.

International Organization for Standardization (ISO): [S]pecialized international organization concerned with standardization in all technical and nontechnical fields except electrical and electronic engineering (the responsibility of the International Electrotechnical Commission [IEC]). Founded in Geneva in 1947, its membership extends to more than 160 countries. Each member is the national body “most representative of standardization in its country”; in Western industrial countries this is usually a private organization, such as the American National Standards Institute (ANSI) and the British Standards Institution (BSI), but in most other countries it is a governmental organization.

Standardization affects units of measurement; alphabetization and transliteration; specifications for parts, materials, surfaces, processes, tools, methods of testing, and machines; and even the form in which specifications are presented. ISO standards cover a variety of sectors, ranging from food safety to manufacturing to technology. Such standards help to facilitate international trade by establishing quality and other criteria between countries and to protect consumers by ensuring that products and services are certified to meet international minimums. In addition, ISO standards enable the entry of firms into new markets, both locally and internationally, by facilitating the direct comparison of products across markets. Upon request, the ISO establishes international technical committees to investigate and resolve specific issues of standardization. Because of technological evolution, ISO standards are optimally reviewed for possible revision every five years.

“International Organization for Standardization (ISO)”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/International‐Organization‐for‐Standardization/42599

ISO 639 provides three language codes for the representation of names of languages: one is a two‐letter code (ISO 639‐1) and two others are three‐letter codes (ISO 639‐2 and ISO 639‐3). ISO 639‐1 was devised primarily for use in terminology, lexicography and linguistics. ISO 639‐2 was devised primarily for use in terminology and bibliography; it represents all languages contained in ISO 639‐1 and in addition other languages and language collections of interest for those primary applications. ISO 639‐3 was devised to provide a comprehensive set of identifiers for all languages for use in a wide range of applications, including linguistics, lexicography and internationalization of information systems. It attempts to represent all known languages.

The three‐letter codes in ISO 639‐2 and ISO 639‐3 are complementary and compatible. The two codes have been devised for different purposes. The set of individual languages listed in ISO 639‐2 is a subset of those listed in ISO 639‐3. The codes differ in that ISO 639‐2 includes code elements representing some individual languages and also collections of languages, while ISO 639‐3 includes code elements for all known individual languages but not for collections of languages. Overall, the set of individual languages listed in ISO 639‐3 is much larger than the set of individual languages listed in ISO 639‐2.

ISO 639‐3:2007(en): Codes for the representation of names of languages — Part 3: Alpha‐3 code for comprehensive coverage of languages. (2017) Retrieved from https://www.iso.org/obp/ui/#iso:std:iso:639:‐3:ed‐1:v1:en

V. Arabic: Southern‐Central Semitic language spoken in a large area including North Africa, most of the Arabian Peninsula, and other parts of the Middle East. (Arabic is an Afro‐Asiatic language).

Arabic is the language of the Qurʾān (or Koran, the sacred book of Islam) and the religious language of all Muslims. Literary Arabic, usually called Classical Arabic, is essentially the form of the language found in the Qurʾān, with some modifications necessary for its use in modern times; it is uniform throughout the Arab world. Colloquial Arabic includes numerous spoken dialects, some of which are mutually unintelligible. The chief dialect groups are those of Arabia, Iraq, Syria, Egypt, and North Africa. With the exception of the dialect of Algeria, all Arabic dialects have been strongly influenced by the literary language.

“Arabic language”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Arabic‐language/8157

Notable Features of the writing system: Direction of writing: words are written in horizontal lines from right to left. Number of letters: 28 (in Arabic) ‐ some additional letters are used in Arabic when writing place names or foreign words containing sounds which do not occur in Standard Arabic, such as /p/ or /g/. Additional letters are used when writing languages other than Arabic that use the Arabic writing system, for example: Bosnian, Dari (Afghan Persian), Farsi (Iranian Persian), Kabyle, Kazakh, Kyrgyz, Panjabi, Pashto, and Somali.

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 39 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

These numerals are those used when writing Arabic and are written from left to right. In Arabic they are known as "Indian numbers" .(arqa‐m hindiyyah ھندية أرقام)

Equivalent to: 0 1 2 3 4 5 6 7 8 9 10

“Arabic (Modern Standard).” (2017) Omniglot: The Online Encyclopedia of Writing Systems and languages. Retrieved from https://www.omniglot.com/writing/arabic.htm

The set of 10 symbols—1, 2, 3, 4, 5, 6, 7, 8, 9, 0—that represent numbers in the decimal number system are referred to as “Hindu‐Arabic numerals” or “Arabic numerals.” They originated in India in the 6th or 7th century and were introduced to Europe through the writings of Middle Eastern mathematicians, especially al‐Khwarizmi and al‐Kindi, about the 12th century. They represented a profound break with previous methods of counting, such as the abacus, and paved the way for the development of algebra.

“Hindu‐Arabic numerals”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Hindu‐Arabic‐ numerals/472523

Arabic‐speaking students may use either Indian or Arabic, or both of the above sets of symbols, to write numerals.

VI. Berber: [S]elf‐name Amazigh, plural Imazighen, any of the descendants of the pre‐Arab inhabitants of North Africa. The Berbers live in scattered communities across Morocco, Algeria, Tunisia, Libya, Egypt, Mali, Niger, and Mauretania. They speak various Amazigh languages belonging to the Afro‐Asiatic family related to Ancient Egyptian. At the turn of the 21st century, there were perhaps 14 million in Morocco, 9 million in Algeria, and much smaller numbers in Tunisia, Libya, Egypt, and Mauretania; in the Sahara of southern Algeria and of Libya, Mali and Niger, the Berber Tuareg number about 1 million.

Berber languages, also called Amazigh languages, family of languages in the Afro‐Asiatic language phylum. As they are the most homogeneous division within Afro‐Asiatic, the Berber languages have often been referred to as a single language in the past (especially in the tradition of French scholarship). Berber languages are spoken today by some 14 million people, mostly in scattered enclaves found in the Maghrib, a large region of northern Africa between Egypt’s Siwa Oasis and Mauretania. The heaviest concentration of Berber speakers is found in Morocco.

Major Berber languages include Tashelhit (Tashelhiyt, Tashelhait, Shilha), Tarifit, Kabyle, Tamazight, and Tamahaq. The family may also include extinct languages such as the Guanche languages of the Canary Islands, Old Libyan (Numidian), and Old Mauretanian, which are known from inscriptions but have not yet been studied thoroughly enough to make any affirmative generalizations about their linguistic characteristics. Another possible member is the language called Iberian, after whose speakers the Iberian Peninsula is named. An old consonantal alphabet (tifinagh) has survived among the Tuareg. It relates to the early Libyan inscriptions and the Phoenician quasi‐alphabet.

Sources:  "Berber". (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Berber/78700 .  “Berber languages”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Berber‐ languages/109801

VII. Mayan People and Languages: The Maya are Mesoamerican Indians occupying a nearly continuous territory in southern Mexico, Guatemala, and northern Belize. In the early 21st century some 30 Mayan languages were spoken by more than five million people, most of whom were bilingual in Spanish. . . [T]he Maya possessed one of the greatest civilizations of the Western Hemisphere. . .They practiced agriculture, built great stone buildings and pyramid temples, worked gold and copper, and used a form of hieroglyphic writing that has now largely been deciphered.

The rise of the Maya began about 250 ce. [Common Era], and what is known to archaeologists as the Classic Period of Mayan culture lasted until about 900 ce. At its height, Mayan civilization consisted of more than 40 cities, each with a population between 5,000 and 50,000. Among the principal cities were Tikal, Uaxactún, Copán, Bonampak, Dos Pilas, Calakmul, Palenque, and Río Bec. The peak Mayan population may have

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 40 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

reached two million people, most of whom were settled in the lowlands of what is now Guatemala. After 900 ce, however, the Classic Maya civilization declined precipitously, leaving the great cities and ceremonial centres vacant and overgrown with jungle vegetation. Some scholars have suggested that armed conflicts and the exhaustion of agricultural land were responsible for the sudden decline.

“Maya.” (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Maya/51572

The languages: Achi, Kaqchikel, and Mam, found among the APS students tallied for the Survey, are part of the family of Mayan languages, indigenous languages spoken in southern Mexico, Guatemala, and Belize; Mayan languages were also formerly spoken in western Honduras and western El Salvador.

Achi (Achí in Spanish) is a Mayan language closely related to K'iche' (Quiché). It is spoken by the Achi people, primarily in the department of Baja Verapaz in Guatemala. There are two Achi dialects. Rabinal Achi and Cubulco Achi, both named for the area where they are spoken. One of the masterpieces of pre‐Columbian literature is the Rabinal Achí, a theatrical play written in the Achi language. The Ethnologue indicates that Achi is taught in primary schools and spoken in radio programs. There is a grammar, and dictionary. However, literacy in L1 varies between the dialects: in Cubulco Achi: 1% ‐ 5%; Rabinal Achi: 15% to 20% of the population. APS Synergy drop‐down menus do not include Achi. Students reporting Achi when registering at the LSRC have been labeled with language “Maya.”

K’iche’ language, formerly spelled Quiché, member of the K’ichean (Quichean) subgroup of the Mayan family of languages, spoken in the western highlands of central Guatemala by nearly one million people, and most closely related to Kaqchikel. The major ancient literary work in K’iche’ is the Popol Vuh (“Book of Counsel”), a historical chronicle of the K’iche’ people and their kings and heroes. It was written before 1701, perhaps considerably before, based on pre‐Columbian sources. The current APS Synergy language drop‐down list includes 6 “Quiché” varieties (e.g. Central, West‐central, etc.), which are listed as dialects by the Ethnologue 20th Edition. Experience at the LSRC is that language users indicate the general name of the language, but are unable to point out the particular variety or dialect they speak.

Kaqchikel or Kaqchiquel is a Mayan language spoken in the Central Highlands of Guatemala by about half a million people. It is a member of the Quichean‐Mamean branch of Mayan languages and is closely related to K'iche' (Quiché) and Tz'utujil. The name of the language used to be written Cakchiquel or Cakchiquiel.

The current APS Synergy language drop‐down list includes 9 “Cakchiquel” varieties (e.g. Southern, Southwestern, etc.), which are listed as dialects by the Ethnologue 20th Edition. Experience at the LSRC is that language users indicate the general name of the language, but are unable to point out the particular variety or dialect they speak.

The Ethnologue indicates that “nearly all parents pass Kaqchikel on to children;” also that Kaqchikel is taught in primary and secondary schools, and spoken in radio programs. The language has grammar, ortography (by the Guatemalan Academy of Mayan Languages), and dictionary. However, literacy in L1 is from 5% to 10% of the population.

Mam is a Mayan language spoken by about half a million people in Guatemala, mainly in the departments of Quetzaltenango, Huehuetenango and San Marcos, and in the Mexican state of Chiapas. There are three main varieties of Mam: Northern Mam, which is spoken in Huehuetenango; Southern Mam, which is spoken in Quetzaltenango, and Central Mam, which is spoken in San Marcos. Each of these has many sub‐dialects and there is considerable variation in the language from village to village, however Mam speakers are able to understand one another reasonably well. The Ethnologue 20th Edition indicates that Mam is a recognized language by the National Languages Act, Decree No. 19 of 2003. Mam is taught in primary schools, spoken in radio programs; it has dictionary and grammar. However, literacy in L1 is from 1% to 5% of the Mam‐speaking population. The current APS Synergy language drop‐down list does include Mam.

[Source of information above, except where noted otherwise: “Kaqchikel (Kaqchikel Ch'ab'äl)” and “Mam (Qyol Mam)” ‐ in Omniglot: The Online Encyclopedia of Writing Systems and Languages” http://www.omniglot.com/writing/mam.htm ].

VIII. Creole Languages: "Most commonly, creoles have resulted from the interactions between speakers of nonstandard varieties of European languages and speakers of non‐European languages. Creole languages include varieties that are based on French, such as Haitian Creole, Louisiana Creole, and Mauritian Creole; English, such as Gullah (on the Sea Islands of the southeastern United States), Jamaican Creole, Guyanese Creole, and Hawaiian Creole; and Portuguese, such as Papiamentu (in Aruba, Bonaire, and Curaçao) and Cape Verdean; and some have bases in multiple European languages, such as two creoles found in Suriname, Saramacca (based on English and heavily influenced by

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 41 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

Portuguese) and Sranan (based on English and heavily influenced by Dutch). Papiamentu is thought to have also been heavily influenced by Spanish." [. . .]

Coined in the colonies that Spain and Portugal founded in the Americas, creole was originally used in the 16th century to refer to locally born individuals of Spanish, Portuguese, or African descent as distinguished from those born in Spain, Portugal, or Africa. By the early 17th century the word was adopted into French (and, to some extent, English) usage to refer to people of African or European descent who had been born in the American and Indian Ocean colonies. It was also used as an adjective to characterize plants, animals, and customs typical of the same regions. [. . .]

The term creole was first applied to language by the French explorer Michel Jajolet, sieur de la Courbe, in Premier voyage du sieur de la Courbe fait a la coste d'Afrique en 1685 (1688; “First Voyage Made by Sieur de la Courbe on the Coast of Africa in 1685”), in which he used the term to refer to a Portuguese‐based language that was spoken in Senegal. As a linguistic term, creole may not have been applied to other languages until the late 18th century, and it was not widely used in English until after 1825, although the term patois was often used.

The practice of labeling these new vernaculars as distinct from their European parent languages seems to have coincided with the increasing colonial disenfranchisement of non‐Europeans. This disavowal of the vernaculars was in part due to the fact that educated Europeans who traveled abroad found the new forms unintelligible. These visitors incorrectly concluded that the European parent languages had been corrupted into complete aberrations through contact with non‐European languages and their speakers, a situation that was believed to reflect the presumed mental inferiority of the enslaved. However, creoles are in fact normal, full‐fledged languages that may hold the key to better understanding the evolution of language. “Creole languages”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/creole‐languages/27846

Ethnologue: Languages of the World lists ninety‐three creole languages, based on: Afrikaans, Arabic, Assamese, Dutch, English (thirty‐three English‐based Creoles), French (eleven creole languages are French‐based), German, Iberian (Papiamentu, a language of Curaçao), Kongo, Malay, Ngbandi, Portuguese, and Spanish. [Source: Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.). 2016. Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com].

IX. Bosnian, Croatian, Serbian and Serbo‐Croatian: Serbo‐Croatian is a “term of convenience used to refer to the forms of speech employed by Serbs, Croats, and other South Slavic groups (such as Montenegrins and Bosniaks, as Muslim Bosnians are known). The term Serbo‐Croatian was coined in 1824 by German dictionary maker and folklorist Jacob Grimm.” Serbo‐Croatian was “the dominant language of pre‐1991 Yugoslavia.” It was “used or understood by most ethnic groups of the federation.” […] “The move toward a unified 'Serbo‐Croatian' was supported by the politically unified Yugoslav kingdom (1918–41) and communist Yugoslavia (1945–91).”

“After the breakup of Yugoslavia in the early 1990s, each of the new countries began setting its own standards of language usage, and the term ‘Serbo‐Croatian’ dropped out of official use. In language studies, it is sometimes still used by authors outside the region, but BCS (meaning 'Bosnian‐Croatian‐Serbian') has also become popular. In Serbia the language is called Serbian, and Cyrillic writing is being encouraged at the expense of Latin. In Croatia there is only Croatian [...] The standardizers of Croatian no longer consult Serbian scholars, nor do linguists in Serbia seek input from Croatia.” “Serbo‐Croatian language”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Serbo‐Croatian‐ language/66822

X. World Englishes and World English: World Englishes are the localised varieties of English spoken in different parts of the world. . . World English or Global English is the variety of English that is used as a lingua franca between people who do not share a first language. Generally‐speaking, World Englishes are utilized in three distinct ways. Kachru's model (2001) represents this categorisation with three concentric circles (inner, outer and expanding): Inner circle countries utilise English as the predominant mother tongue, e.g. the UK and New Zealand. Outer circle countries utilise English as an official language or language of education, government and the legislature judiciary, e.g. South Africa and India. Expanding circle countries utilise English as a lingua franca, e.g. Slovenia and China.

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 42 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

For example, Singapore English (Singlish) is the localised World English which is spoken by people in Singapore. Whilst English is its basis, it also includes many words from Malay, Hokkien, Cantonese and Tamil as well as derived English words with new meanings. Another aspect of Singlish which can lead to considerable confusion is its adherence to Chinese grammatical rules like topic‐prominence, reduplication, and absence of articles.

Tweedie & de Almeida, Filipe. (no date) WORLD ENGLISHES: Enriched Foreign Language Course, Part 1. Retrieved from https://www.zrss.si/projektiess/skladisce/outj3/TEACHER_PORTFOLIO/Teaching%20Portfolio_Filipe%20de%20Almeida/4.%20Material/world %20englishes%20student%20workbook_part%201.pdf

XI. Dari, Farsi, Persian, and Tajiki: This note refers to the language classification: Indo‐European, Indo‐Iranian, Iranian, Western, Southwestern, Persian. In past Surveys, the speakers of this branch of the Indo‐European languages from Afghanistan, Iran, and Tajikistan had been grouped together under “Farsi.” However, Ethnologue: Languages of the World presents three separate languages:

One is Dari: A language from Afghanistan (alternate names: Afghan Persian, Eastern Farsi, Parsi, Persian, Autonym: Farsi; ISO 639‐3, [per]. For this Survey, the students from Afghanistan who previously appeared with “Farsi” now appear with “Dari” as their language other than English.

“Phonological and lexical differences between Iran and Afghanistan cause little difficulty in comprehension. Most Afghan dialects are reportedly more similar to literary Persian than Iranian dialects are. Lexical similarity: 86%–90% among Dari dialects.” Writing of Dari: Arabic script.

A second language is Iranian Persian: A language from Iran (alternate names: New Persian, Parsi, Persian, West Persian; ISO 639‐3, [pes]). The students from Iran have been tallied with language “Farsi.”

Iranian Persian dialect notes include: “Literary language virtually identical in Iran and Afghanistan, with very minor lexical differences. Dialect shading into Dari [prs] in Afghanistan and Tajiki [tgk] in Tajikistan. Many dialects may be separate languages.” Writing of Iranian Persian: Arabic script.

Tajiki is the third language within this branch of the Indo‐European languages presented by The Ethnologue. (The alternate names of Tajiki are: Tadzhik, Tajik, Tajiki Persian, Tojiki (“Galcha” is pejorative); ISO 639‐3, [tgk]). Dialects of Tajiki: “4 groups of small dialects; no distinct boundaries. Dialect blending into Dari Persian [prs] in Afghanistan.” Writing: “Arabic script, used until 1928. Cyrillic script, used since 1940, primary usage. Hebrew script, used by Bukharan Jews. Latin script, used from 1928–1940.”

Source of the above quotes: Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.). 2013. Ethnologue: Languages of the World, Seventeenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com

Persian language, also called Fārsī, member of the Iranian branch of the Indo‐Iranian language family. It is the official language of Iran, and two varieties of Persian known as Dari and Tajik are official languages in Afghanistan and Tajikistan, respectively. Modern Persian is most closely related to Middle and Old Persian, former languages of the region of Fārs (Persia) in southwestern Iran. It is thus called Fārsī by native speakers. Written in Arabic characters, Modern Persian also has many Arabic loanwords and an extensive literature.

[Source of the paragraph above: "Persian language". (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Persian‐language/59341

XII. Chinese languages, also called Sinitic languages or Chinese Han: [P]rincipal language group of eastern Asia, belonging to the Sino‐Tibetan language family. Chinese exists in a number of varieties that are popularly called dialects but that are usually classified as separate languages by scholars. More people speak a variety of Chinese as a native language than any other language in the world, and Modern Standard Chinese is one of the six official languages of the United Nations.

The spoken varieties of Chinese are mutually unintelligible to their respective speakers. They differ from each other to about the same extent as the modern Romance languages. Most of the differences among them occur in pronunciation and vocabulary; there are few grammatical

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 43 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

differences. These languages include Mandarin in the northern, central, and western parts of China; Wu; Northern and Southern Min; Gan (Kan); Hakka (Kejia); and Xiang; and Cantonese (Yue) in the southeastern part of the country.

All the Chinese languages share a common literary language (wenyan), written in characters and based on a common body of literature. This literary language has no single standard of pronunciation; a speaker of a language reads texts according to the rules of pronunciation of his own language. Before 1917 the wenyan was used for almost all writing; since that date it has become increasingly acceptable to write in the vernacular style (baihua) instead, and the old literary language is dying out in the daily life of modern China. (Its use continues in certain literary and scholarly circles.)

In the early 1900s a program for the unification of the national language, which is based on Mandarin, was launched; this resulted in Modern Standard Chinese. In 1956 a new system of romanization called Pinyin, based on the pronunciation of the characters in the Beijing dialect, was adopted as an educational instrument to help in the spread of the modern standard language. Modified in 1958, the system was formally prescribed (1979) for use in all diplomatic documents and foreign‐language publications in English‐speaking countries.

Quote from "Chinese languages". (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Chinese‐ languages/109794

XIII. Sango is a Ngbandi‐based Creole language. Ngbandi, also spelled Gbandi or Mogwandi, a people of the upper Ubangi River in southern Central African Republic and northern Democratic Republic of the Congo. Ngbandi speak a language of the Adamawa‐Ubangi subgroup of the Niger‐Congo language family that is related to that of neighbouring Banda and Gbaya. Ngbandi is a term preferred by Belgian ethnographers, while the French include these people with such “Ubangian” peoples as the Gbanziri, Nzakara, Sango, and Yakoma. The Ngbandi came from what is now South Sudan, converging upon and assimilating a number of small groups in their present lands. Ngbandi of the Bandia clan conquered Zande areas in the 18th century, creating a series of states; they assimilated Zande culture and language and are now indistinguishable from that group.

Quote from “Ngbandi” (2016). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/topic/Ngbandi

XIV. Turkmen: Turkmen, people who speak a language belonging to the southwestern branch of the Turkic languages. The majority live in Turkmenistan and in neighbouring parts of Central Asia and numbered more than 6 million at the beginning of the 21st century. About one‐ third of the total population lives in Iran, especially in the north, and another 500,000 live in northeastern and northwestern Afghanistan. These groups are called the Transcaspian Turkmen. Pockets of Turkmen are found in northern Iraq and Syria. Smaller groups live in central Turkey, where they have experienced minority discrimination, especially after 1958.

Quote from “Turkmen” (2016). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/topic/Turkmen‐people

XV. Quechua: Quechua People: Quechua, Quechua Runa, South American Indians living in the Andean highlands from Ecuador to Bolivia. They speak many regional varieties of Quechua, which was the language of the Inca empire (though it predates the Inca) and which later became the lingua franca of the Spanish and Indians throughout the Andes.

Quote from: “Quechua”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Quechua/62202

Quechua Language: Quechuan languages, the languages of the former Inca Empire in South America and the principal native languages of the central Andes today. According to archaeological and historical evidence, the original languages were probably spoken in a small area in the southern Peruvian highlands until about 1450; after that their geographical range was rapidly enlarged by the Inca conquests. When the Spanish conquered the empire in 1532, Quechuan languages were spoken in western South America from what is now southern Colombia to central Chile and from the Pacific coast to the borders of the Amazon Basin.

“Quechuan languages”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/MTV/62203

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 44 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018

Fall Statistics Table 11 Background Languages and Birth Countries of Arlington Public Schools Students Notes September 29, 2017

The Inca used a system of knotted strings known as quipu to send messages around their empire. The number and shape of the knots and the colours of the strings helped to remind messengers of the contents of the messages. Recent research suggests that the quipu might have been used not just as mnemonic devices but also to record the Quechua language phonetically.

Quechua first appeared in print in 1560 in the form of a dictionary by Domingo de Santo Tomás. Other early texts include collections of hymns by Cristóbal de Molina and a Quechua cathechism by Juardo Palomino.

Sample text in Quechua Tukuy kay pachaman paqarimujkuna libres nasekuntu tukuypunitaj kikin obligacionesniycjllataj, jinakamalla honorniyojtaj atiyniyojtaj, chantaqa razonwantaj concienciawantaj dotasqa kasqankurayku, kawsaqe masipura jina, tukuy uj munakuyllapi kawsakunanku tian.

Translation All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. (Article 1 of the Universal Declaration of Human Rights)

“Quechua (Runasimi / Qhichwa simi)”. (2017) https://www.omniglot.com/writing/quechua.htm

Synergy – The APS Student Information System – includes “Quechua” [code 1170], and 36 other varieties, such as: Quechua, Ayacucho; Quechua, Boliviano; Quechua, Cajamarca; Quechua, Cuzco; Quechua, North Bolivian; Quechua, South Bolivian; Quechua, Yauyos. Language users normally report only “Quechua,” without any specific regional variant indicated.

XVI. Panjabi or Punjabi:

Punjabi language, Punjabi also spelled Panjabi, one of the most widely spoken Indo‐Aryan languages. . . In the early 21st century there were about 30 million speakers of Punjabi in India. It is the official language of the Indian state of Punjab and is one of the languages recognized by the Indian constitution. In Pakistan Punjabi is spoken by some 70 million speakers, mostly in Punjab province, but official status at both the national and the provincial level is reserved for Urdu.

In India, Punjabi is written in the distinctive Gurmukhi script, which is particularly associated with the Sikhs. That script is a member of the Indic family of scripts, written from left to right, but in its organization it differs significantly from the Devanagari used to write Hindi. The Urdu script, written from right to left, is used for writing Punjabi in Pakistan, where it is nowadays often given the imitative name Shahmukhi. Punjabi is thus today one of the very few languages in the world to be written in two quite different and mutually unintelligible scripts.

(Quote from “Punjabi language”. (2017). In Encyclopædia Britannica. Retrieved from http://school.eb.com/levels/high/article/Punjabi‐ language/61916)

Table 11 Notes ‐ APS Student Background Languages and Birth Countries Report Page 45 of 45

Fall Statistics Arlington Public Schools School Year 2017‐2018