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Sabastian Ackerson Belfon's avatar

Between the 1989-90 and the 2004-05 school years,

the number of students classified as English language

learners by the U.S. Department of Education in grades

pre-K through 12 in the nation’s schools more than doubled—

from 2,030,451 to 5,119,561 (National Clearinghouse

for English Language Acquisition, 2006).

According to Kindler (2002), in the school year

1999-2000 alone, the greatest growth was in South Carolina

(82%), followed by Minnesota (67%). And in the

2001-02 school year, the greatest growth in ELL students

in public schools was in Georgia, followed by Montana

and then Mississippi (Kindler, 2002, p. 5). Beyond these,

the states of Kansas, New Hampshire, and Oregon have

also had significant increases in their ELL school population

(Kindler, 2002; Crawford, 2002).

Despite the spread of ELLs across the United States,

they seem to be concentrated in fewer than half the

school districts in the country. In fact, nearly 70% of all

ELL students are enrolled in 10% of elementary schools

(De Cohen, Deterding, & Chu Clewell, 2005). And school

districts that have more than 5,000 ELLs enroll 54% of

all English language learners in grades K-12 (Zehler et al.,

2003). This points to the high degree of racial and ethnic

segregation in the United States and the importance of

the concept of ethnic enclave (Portes & Rumbaut, 1996),

not only for immigrant ethnic subsistence and economic

well-being, but also for educating the children of recent

immigrants who are ethnic minorities. This concentration

is also reflected in the fact that approximately 91%

of all ELLs live in metropolitan areas (Fix & Passel, 2003),

and nearly 70% of ELLs in elementary grades enroll, on

average, in just 10% of the public schools in a metropolitan

area (De Cohen et al., 2005).

As a result, the majority of English language learners

—53%—go to schools where more than 30% of their

peers are also English language learners (Fix & Passel,

2003). In contrast, 57% of English proficient students attend

schools where less than 1% of all students have

limited English proficiency (Van Hook & Fix, 2000).

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Sabastian Ackerson Belfon's avatar

There's so much in here it's hard to unpack it all.

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