Change Indicator

English Language Learners - Students with limited English proficiency in Pennsylvania

English Language Learners - Students with limited English proficiency

Downloading image...

loading...

Why This Indicator Matters

The increasing presence of English language learners (ELLs) in Pennsylvania's public schools reflects a significant demographic shift consistent with national trends, with the percentage of ELLs nearly doubling over the past decade.[1] While still a relatively small proportion of the overall student population, this growing group signals an increasing need for targeted educational strategies to support non-English-speaking students. The rise in ELL enrollment emphasizes the importance of adapting curriculum, instructional methods, and resources to meet diverse language needs. When students don’t speak the same language as their teachers, they suffer significantly as a result of their inability to meaningfully participate in their education.[2] Addressing the unique challenges faced by ELL students is crucial for promoting equitable access to education, closing achievement gaps, and fostering an inclusive learning environment that supports all students' academic and social development.[3]


[1] National Center for Education Statistics. (2024). English Learners in Public Schools. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgf

[2] Education Law Center. (2024). Improving Educational Outcomes for English Language Learners in PA. https://www.elc-pa.org/wp-content/uploads/2015/05/ELCs-Recommendations-to-Improve-Outcomes-for-ELLsAugust2014.pdf

show more

Definition and Source

PROVIDER

Definition

The number and percent of children in public schools who are unable to communicate effectively in English because their primary language is not English and they have not developed fluency in the English language.

Last Updated

January 2024