- Collection:
- Georgia Government Publications
- Title:
- The status of students of limited English proficiency in Georgia public schools 1993-94
- Creator:
- Georgia. Department of Education
- Contributor to Resource:
- Georgia. Department of Education
- Publisher:
- Atlanta, Ga. : Georgia. Department of Education
- Date of Original:
- 1994
- Subject:
- Georgia
- Location:
- United States, Georgia, 32.75042, -83.50018
- Medium:
- publications (documents)
- Type:
- Text
- Format:
- application/pdf
- Description:
- Description based on: 1993/1994; title from cover.
Latest issue consulted: 1994/1995. - External Identifiers:
- Call Number GA E300 .S1 E5 1993-94
- Metadata URL:
- https://dlg.galileo.usg.edu/id:dlg_ggpd_y-ga-be300-b-ps1-be5-b1993-h94
- Digital Object URL:
- https://dlg.galileo.usg.edu/do:dlg_ggpd_y-ga-be300-b-ps1-be5-b1993-h94
- Language:
- eng
- Holding Institution:
- University of Georgia. Map and Government Information Library
- Rights:
-
The Status of Students of Limited English Proficiency
in Georgia Public Schools
1993-94
Werner Rogers State Superintendent of Schools Georgia Department of Education
FEB- 2 1 1995
..IGDAUCUUBMREPIIS
Georgia Board of Education
Hollis Q. Lathem Chairman
Richard C. Owens Vice Chairman
Robert M. Brinson Vice Chairman, Appeals
A. Joe McGlamery
Albert Billingslea
J. T. Williams, Jr
Barbara T. King
Walter W. Sessoms
Julie D. Keeton
C. Lewis Shurbutt
Priscilla D. Thomas
Canton Ninth District
Ocilla Eighth District
Rome Seventh District
Nahunta First District
Macon Second District
. . . Stockbridge Third District
Duluth Fourth District
Atlanta Fifth District
Norcross Sixth District
Elberton Tenth District
Savannah Eleventh District
This document was published by the Georgia Department of Education, Office of instructional Services pursuant to a grant under the Title VII Bilingual State Education State Education Agency Program, P. L. 100-297.
The Georgia Department of Education does not discriminate in its educational program and activities or its employment practices on the basis of race, color, national origin, sex or handicap.
Table of Contents
Introduction
Methodology
Findings
Section I: Statistics on Students of Limited English Proficiency
Section II:
Methods Used to Identify Students of Limited English Proficiency, Numbers Provided Services and a Description of Services
Section III: Evidence of Educational Condition of Students of Limited English Proficiency
Page 1 Page 3
Page 4
Page 13 Page 32
APPENDICES
Appendix A: Language Minority Students in Georgia Public Schools
Appendix B: Students of Limited English Proficiency in Georgia Public Schools
Appendix C: Language Minority/Students of Limited English Proficiency by School System by Grade
Appendix D: Language Minority/Students of Limited English Proficiency in Nonpublic Schools
Appendix E: Norm-Referenced Test Data on Students of Limited English Proficiency
Appendix F: Summary of Funds for Students of Limited English Proficiency in Georgia Public Schools
Page 38 Page 42 Page 46 Page 51 Page 53 Page 54
Georgia Department of Education LEP Status Report
Introduction
This report was developed in response to the 1988 Bilingual Education Act requirement that state agencies receiving funds under this program be responsible "for the collection, aggregation, analysis, and publication of data and information on the state's population of limited English proficient persons and the educational services provided or available to such persons."
This requirement is consistent with Georgia's 1985 Quality Basic Education (QBE) Act. Section 20-2-156 of that Act (as amended March 1987) states:
The State Board of Education shall create a program for limited-English-proficient students whose native language is not English, subject to appropriation by the General Assembly. The purpose of this program is to assist such students to develop proficiency in the English language, including listening, speaking, reading, and writing, sufficient to perform effectively at the currently assigned grade level. For the first year of implementation of this program statewide, the state board shall request an amount for grants to local school systems based upon documentation of the number of eligible students estimated to be served; provided, however, that funds appropriated for this program in the initial year of operation shall be allocated only on the basis of the documented actual number of students being served during the initial year. For the second year of operation and thereafter, the amount of funds appropriated and allocated for this program shall be based on the actual count of students served during the preceding year. The state board shall prescribe such rules and regulations regarding eligibility criteria and standards as may be needed to carry out the provisions of this Code section.
Given the two similar information needs, the required collection, aggregation and analysis of data on students of limited English proficiency serves the purpose of documenting continuing needs for state funding.
Georgia Department of Education LEP Status Report
It should be noted that several state level actions have had an impact on services provided to students of limited English proficiency. First, in December 1986, the State Board approved an endorsement for the teaching of English to speakers of other languages (ESOL). The endorsement became mandatory on July 1, 1988 for all persons teaching ESOL at least one-half of the school day. This change has increased the number of trained personnel serving the special needs of limited English proficient students.
The second major development was the adoption of a state board policy (Policy IDDG) outlining student eligibility, program goals, service delivery models, exit criteria and class sizes for a state-funded program for limited English proficient students. This policy applies to any student counted for state categorical funding for ESOL. Rule 160-4-5-.02 Language Assistance: Program for Limited English Proficient (LEP) Students became effective October 17, 1990 and replaced Policy IDDG. The language and requirements reflect those of former Policy IDDG.
The third major development was the General Assembly's appropriation of $250,000 for programs for students of limited English proficiency in the FY 88. This funding has since increased to total almost $7 million for the FY 94. Funds are allocated to systems serving eligible students in accordance with the state rule based on the student full-time equivalency count.
The fourth major development was the State Superintendent's designation of a statewide entry-exit criteria for the identification of students of limited English proficiency for the state-funded program. The student eligibility, as recommended by the statewide ESOL Task Force, consists of multiple criteria which include a home language other than English, a language proficiency score below the 25th percentile on the 1982 Language Assessment Battery (LAB), and an indication of low cognitive-academic language proficiency as measured by the scores on the reading comprehension section of a norm-referenced achievement test. (School systems now use the 1991 norms of the LAB to determine eligibility for ESOL services.) Other factors, such as length of time language services have been received, can be considered in placement decisions in certain cases. Systems with large number of limited English proficient students and formal language assistance programs have implemented the standard entry-exit criteria. Systems with smaller numbers of language minority students and without state-funded language assistance programs tend to use more informal methods of student assessment.
Georgia Department of Education LEP Status Report
Methodology
The federal program regulations stipulate that the information to be collected include: (1) statewide data on the number of children enrolled in elementary and secondary public schools; (2) statewide data concerning the number of children enrolled in elementary and secondary private schools; (3) the statewide number of limited English proficient children enrolled in elementary and secondary public and private schools; (4) methods used to identify the limited English proficient children; (5) evidence of the educational condition of limited English proficient children; (6) the number of limited English proficient children enrolled in instructional programs specifically designed to meet their education needs; and (7) educational services provided or available.
The required data were collected through two primary phases. The first phase was the collection of numbers of students of limited English proficiency by means of a survey instrument that school systems and private schools completed in May 1994. (Data for all students statewide were secured from the department's Statistical Services Section.) This survey also included items regarding methods of identification, the number of students being provided services and a description of those services.
It should be noted that this portion of the data collection was expanded to meet the needs assessment requirements of the Quality Basic Education Act. The following data elements were added.
(a)
the number of language minority students
(b)
the language background of language minority
students
(c)
the grade level of language minority students and
students of limited English proficiency
These data elements were added because it is felt that they are important factors in decisions regarding program models, delivery of services and funding requirements. All of the compiled data are not given in this report, but are available upon request.
The second phase of the data collection was the compilation of achievement data on students of limited English proficiency (LEP). Data were secured through the special coding of students of LEP in the statewide administration of the Iowa Tests of Basic Skills at grades three, five, and eight in spring 1994. In those grades, 1,690 students were coded as LEP, which was felt to be a representative sample of the state's school-aged LEP population.
The following sections include the collected data.
Georgia Department of Education LEP Status Report
Findings
Section I:
Statistics of Students with Limited English Proficiency
The 181 public school systems in Georgia enrolled a total of 1,223,407 students in the 1993-94 school year (reference S548.10(c)(1)(i)). According to information provided by the
Local Support Services Division, in spring 1994, 489 private
schools and 11 military schools enrolled an additional 75f 000 (est.) Georgia school-aged children (reference S548.10
(c)(l)(ii)). This brings the total of children in the state in schools to lf298,407. (Figures for total enrollments are calculated by averaging the number of students enrolled when the
fall and spring student counts are conducted.)
The May 1994 count of language minority students indicates that 181 school systems, the Georgia School for the Deaf, and the Department of Children and Youth Services enrolled 28,105 language minority (LM) students from over 90 different language backgrounds (7 of the 181 school systems did not respond). Of these language minority students, 11,731 were determined by their school systems to be of limited English proficiency (LEP)*; that is, their English language skills are not sufficient to permit their full classroom participation. Breakdowns of LM and LEP students by school system are given in Exhibit 1. Breakdowns of LM and LEP students by native language are given in Exhibits 2 and 3. Appendices A and B indicate the breakdowns by school system and language; Appendix C shows numbers of LM and LEP students by system and grade.
An additional 576 language minority students were enrolled in 73 private schools. Of these, 146 are of limited English proficiency. These data are given in Appendix D. This brings the total number of students of limited English proficiency in the state to 11.877 (reference S548.10(c)(1)(iii)).
According to Section 7003 (a) of the Bilingual Education Act, the terms "limited English proficient" and "limited English proficiency" when used in reference to individuals means--"(A) individuals who were not born in the United States or whose native language is a language other than English: (B) individuals who come from environments where a language other than English is dominant, as further defined by the Secretary by regulation; and (C) individuals who are American Indian and Alaskan natives and who come from environments where a language other than English has had a significant impact on their level of English language proficiency, subject to such regulations as the Secretary determines to be necessary; and who by reason thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society."
EXHIBIT 1
Language Minority/Limited English Proficient Students in Georgia Public Schools, May 1994 Rank Order by System
System
LM
LEP
DeKalb
6,758 2,079
Gwinnett
3,888 1,473
Clayton
2,483 817
Cobb
2,419 1,176
Fulton
1,715 1,007
Atlanta C*
1,386 882
Hall
1,022 613
Dalton C.
600 296
Gainesville C.
508 271
Clarke
383 111
Muscogee
353 173
Marietta C.
330 122
Colquitt
303 298
Chatham
297 173
Fayette
294
86
Whitfield
293 136
Habersham
269
66
ui Rockdale
221
46
Tift
216 200
Toombs
214
24
Tattnall
207
54
Douglas
207
5
Cherokee
194
69
Henry
157
48
Polk
152
85
Forsyth
147
55
Rome City
146
47
Richmond
135 122
Bibb
133
48
Houston
130
38
GA. Sc. for Deaf
122 119
Peach
111
0
Coffee
104
50
Buford City
89
64
Long
86
86
Columbia
76
32
Candler
75
7
Sumter
73
35
Carrollton C.
73
21
Floyd
70
9
Barrow
64
17
Newton
54
39
Americus C.
51
13
System
LM LEE
Coweta
49
19
Atkinson
49
15
Seminole
47
20
Dublin C.
45
24
Brooks
44
10
Lowndes
43
5
Spalding
40
29
Pierce
39
0
Jeff Davis
38
14
Calhoun C.
38
19
Wayne
35
5
Catoosa
34
4
Camden
34
23
Echols
32
30
Bulloch
31
7
Thomas
29
14
Oconee
28
6
Valdosta C.
28
5
Cartersville C. 28
6
Lumpkin
27
11
Pelham C.
27
11
Decatur C.
26
8
Grady
25
0
White
24
0
Dougherty
24
14
Walton
23
4
Bacon
23
0
Appling
23
23
Evans
22
0
Carroll
22
22
Bleckley
22
1
Jackson
21
14
Glynn
20
8
Dodge
20
0
Baldwin
20
1
Macon
19
0
Gilmer
19
15
Dooly
19
0
Montgomery
18
0
Bartow
17
5
Emanuel
15
9
Worth
14
4
Walker
14
3
System
LM LE
Schley Morgan
14
5
(D
14
0
0
Greene
14
7
Jones Pickens
12
4
$
11
7
ft
Gordon
11
8
n Dept. Chil. y n
Crisp
11 4
Pike
10
0
b
(D
3
Marion
10
10
rt
Paulding
9
0
3 (D
Mitchell
9
4
fc)
Madison
9
0
rt
Crawford Ware
9
0
0
7
3
H,
Lanier Troup
7 6
2 6
Na
Treutlen Murray Irwin
6
0
6
62
6
0
rt
Bryan Oglethorpe
6
4
0
5
4
fc)
Jasper Baker
5 5
e 1
0
Hart
4
1
TJ
Effingham Butts Burke Pulaski Laurens
4. 2
CO
4
0
rt
4 3
0 2
&> rt C
3
3
to
Franklin Cook
3
1
3
0
<D
Lamar Trion C. Lincoln
2 2
s 0
2
"8
1
0
rt
Harris
1
0
Dade
1
0
Total;
28,105 11 .731
Georgia Department of Education LEP Status Report
The following systems reported having no language minority (or limited English proficient) students: Banks, Ben Hill, Berrien, Bremen City, Calhoun, Charlton, Chattahoochee, Chattooga, Chickamauga City, Clay, Clinch, Commerce City, Dawson, Early, Fannin, Glascock, Haralson, Heard, Jefferson County, Jefferson City, Jenkins, Johnson, Lee, McDuffie, Mclntosh, Meriwether, Miller, Quitman, Rabun, Randolph, Screven, Social Circle City, Stephens, Stewart, Talbot, Taliaferro, Taylor, Telfair, Terrell, Thomasville City, Towns, Turner, Twiggs, Union, Upson, Warren, Washington, Webster, Wilcox, and Wilkinson.
The following 7 systems did not respond: Brantley, Decatur, Elbert, Hancock, Liberty, Monroe, and Wheeler.
Language Minority students means those students whose native language is not English. These students may or may not be proficient in English.
Limited English Proficient (LEP) means those students whose native language is not English and whose English language skills are not sufficient to permit their full participation in regular classrooms where the instruction assumed native English proficiency.
"Served" refers to language assistance services.
Prepared by the Georgia Department of Education, Office of Instructional Services. October 1994.
Georgia Department of Education LEP Status Report
Exhibit 2
Language Minority/ Limited English Proficient Students in Georgia Public Schools by Language May 1994
Language Minority
Limited English Profic Lent
Spanish Vietnamese Korean Chinese (all dialects) Lao and Hmong Khmer Indian (Other, Unspecified) Gujarati Russian Japanese European (Other) German Other, Unspecified Hindi Farsi, Dari Arabic African (Other) Amharic, Tigrinya, Tigre Pilipina/Tagalog, Chamorro
Thai Asian (Other) Portuguese French American Sign Language Polish Hebrew Haitian Creole Greek Swedish Akan, Twi, Fanti, Hausa Italian Dutch Turkish Czech, Slovak Ukranian American Indian
12,472 3,014 1,698 1,401 1,118 736 647 633 578 560 534 526 450 444 435 396 329 328 275 205 193 165 177 128 113 77 73 70 65 61 54 46 38 34 18 14
6 ,063 1 ,809
528 430 320 256 149 149 281 249 143
46 128
75 139 114 100 170
57 40 57 67 62 119 34 10 35
4 10 21
5 12 16
6 2 6
TOTAL
28.105
11 ,731
Language minority refers to a student whose native language is not English. Limited English proficient (LEP) refers to a student whose native language is not English and whose English language skills are not sufficient to permit full
participation in a regular classroom. (174 of 181 systems reporting.)
__ EXHIBIT 3
LANGUAGE GROUPS IN GEORGIA
LEP STUDENT POPULATION. MAY 1994
I.
Other (11.3%)
Amharic/Tigrinya/Tigre (1.4% Japanese (2.1%
Khmer (2.2%
Russian (2.4%)
00
Lao/Hmong (2.7%)
Chinese (3.7%)
Korean (4.5%
Vietnamese (15.4%
rt
o
&s
rt
Spanish (51.7%)
to rt 0) rt C to
(D
1
rt
Georgia Department of Education LEP Status Report
While this is still a relatively small student population in Georgia, it is a rapidly growing one. Exhibit 4 indicates the trends in LM/LEP student populations since May 1989. For the past five years (1989-1994) the LM growth reflects an average of 14 percent annual growth rate while the LEP growth reflects approximately 21 percent annual growth rate for the same years. Exhibit 5 is a pie chart which indicates the distribution of limited English proficient students in school systems. This chart indicates that 65 percent of LEP students are enrolled in the seven metropolitan Atlanta school systems of DeKalb County, Gwinnett County, Buford City, Cobb County, Marietta City, Clayton County, Fulton County, and Atlanta City. The next 16 percent are enrolled in the areas of Hall County/Gainesville, Muscogee (Columbus), Whitfield County/Dalton, Chatham (Savannah), Richmond (Augusta), and Clarke (Athens). Significant numbers are enrolled in Colguitt, Tift, Fayette, and Polk Counties.
While the identified LEP population is largely urban, the LM and LEP growth in rural areas is considerable. The number of school systems reporting LM populations increased from 93 in May 1989 to 121 in May 1994 and from 72 to 95 for LEP populations for the same time period.
Exhibit 6 is a Georgia map locating LEP students throughout the state.
EXHIBIT 4
Lang. Min./Limited English Proficient
Students in Georgia Public Schools
30 28.105
28
26 24 22 --
24,034^
I
0)
21.529^-^
I
(0 T3 C (0 (0 3 O o~
20 IB 16 14.844^ 14 12
16.214 _
ff^O^
(D fc) rt O
Cs
rt
K
11.731
O
13
10 -
8
6
4.619^_
4 May 89
6.122
i
May 90
9.803^^
7.817^
CO
rt
H>
6.422^
rt c
10
'i
May 91
i
May 92
i
May 93
s?
i
1
May 94
rt
n Limited Eng. Prof ic
+ Language Minority
EXHIBIT 5
Limited English Proficient Students
in Georgia Public Schools. May 1994
I.
All Others (14.6%)
DeKalb 117.7%)
I
RichSno'nW/f Muscogee (1.5% Chatham (1.5%)
Tift (1.7%)
Colquitt (2.5%) Whitf ield (1.2%)
Dalton City (2.5%)
o Fulton (8.6%)
Qc i
s
ft
8
Clayton (7.0% Gainesville City (2.3%)
Atlanta City (7.5%)
to
rl-
Qrc+>
Hall (5.2% Marietta City (1.0%)
Cobb(10.0%
Gwinnett (12.6%) Buford City (0.5%)
I
Georgia Department of Education LEP Status Report
EXHIBIT 6
T
St.:
LT% . r
7 WHTTTCLD* A
vzy 7 . ^ ' WHTC V<HCM***M Y^ /STXWtNS 1--r V
Limited English Proficient Students in Georgia Public
Schools May, 1994 = 10 Students
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12
Georgia Department of Education LEP Status Report
Section II: Methods Used to Identify LEP Students, Numbers Provided Services and a Description of Services
The methods used to identify limited English proficient students have become much more standardized since the statewide entry-exit procedure has been put into place. Approximately 90 percent of the identified LEP students in the state have been so identified through this uniform procedure. (See Introduction section for more information.) However, based on 1990 Census data, Migrant Education data, and the ethnic minority communities1 own estimates of their populations, it is thought there are significant numbers of unidentified language minority and limited English proficient students. The availability of state funding has also defined a minimal level of services which must be provided to students counted for those funds. Students counted for state funding must have daily language assistance instruction in listening, speaking, reading and writing English and American cultural concepts which they need for regular classroom success. Services are generally more intense where there are clusters of limited English proficient students and where districts have been under mandatory civil rights compliance plans. Exhibit 7 summarizes the numbers of language minority (LM) and limited English proficient (LEP) students, the number of LEPS provided services, the methods of identification and a brief description of the services provided in systems providing any services (reference S548.10(c) (1) (iv, vi and vii)). All information is reported as of May 1994.
13
Georgia Department of Education LEP Status Report
Exhibit 7
Student Identification and Service Provision May 1994
System: Americus City
LM: 51
LEP: 13
Methods of Identification: Language minority students are identified through home surveys, informal observations, parent information, standardized tests, referral, and parent information.
Services Provided: Language assistance is provided through regular classroom adaptation of instruction. Supplemental services are provided by the Migrant Education Program.
System: Appling County
LM: 23
LEP: 23
Methods of Identification: Language minority students are identified through informal observations, parent information, and Migrant Education Records.
Services Provided: LEP students receive language assistance through Chapter I, Special Instructional Assistance (SIA) Programs, and Remedial Education as appropriate. In addition the Migrant Education Agency provides supplemental tutoring.
System: Atkinson County
LM: 49
LEP: 15
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: A pull-out model is used to provide one hour of language assistance per day for grades K-7 and three hours per day for grades 8-12. Some content bilingual instruction is included.
System: Atlanta City
LM: 1,386
LEP: 882
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Students receive language assistance in ten schools identified as ESOL centers. The system uses a transitional bilingual program.
System: Baldwin County
LM: 20
LEP:
Methods of Identification: Language minority students are identified through home surveys, informal observation, student surveys, language proficiency tests, standardized tests, student records, referral and parent information.
Services Provided: Students receive tutorial language assistance from community volunteers.
14
Georgia Department of Education LEP Status Report
System: Barrow County
LM: 64
LEP: 17
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: High school limited English proficient students receive language assistance from an ESOL teacher during regularly scheduled classes.
System: Bartow County
LM: 17
LEP:
Methods of Identification: Language minority students are identified through informal and formal observations, student records and parent information.
Services Provided: Language assistance is provided through adapted classroom instruction.
System: Bibb County
LM: 133
LEP: 48
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: One full-time and one part-time ESOL instructor provide language assistance to limited English proficient students during the school day. A community volunteer program gives tutorial services.
System: Bleckley County
LM: 22
LEP:
Methods of Identification: Language minority students are identified through informal observation, standardized tests, student records and referrals.
Services Provided: Language assistance is provided through curriculum modification and tutorials as needed.
System: Brooks County
LM: 44
LEP: 10
Methods of Identification: LEP students are identified through informal observations, student records, referrals, and parent information.
Services Provided: Migrant students receive supplemental tutoring by the Migrant Education Agency.
System: Bryan County
LM:
LEP:
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Community volunteers provide language assistance to limited English proficient students. High school students also receive Chapter I services.
15
Georgia Department of Education LEP Status Report
System: Buford City
LM: 89
LEP: 64
Methods of Identification: Language minority students are identified through home surveys, informal observation, standardized tests, student records, referrals, and parent information.
Services Provided: Limited English proficient students in elementary grades receive language assistance through tutorials from bilingual paraprofessionals; middle school aged students receive assistance through Chapter I; high school students have three hours per week instruction from a vocational academic education teacher.
System: Bulloch County
LM: 31
LEP:
Methods of Identification: Students are identified through referrals from the Migrant Education Agency and enrollment information.
Services Provided: Volunteer tutors and migrant program staff provide supplemental assistance using instructional materials designated for language assistance. Teachers also adapt classroom instruction.
System: Calhoun City
LM: 38
LEP: 19
Methods of Identification: LEP students are identified through informal observations, student records and parent information.
Services Provided: The system provides language assistance through adapted classroom instruction and after-school tutorials for students and their mothers.
System: Camden County
LM: 34
LEP: 41
Methods of Identification: All language minority students are identified using the state Student Eligibility procedures.
Services Provided: All limited English proficient students receive daily language assistance during regularly scheduled hours when possible and after school when necessary.
System: Candler County
LM: 75
LEP:
Methods of Identification: LEP students are identified through home surveys, informal and formal observations, student records, and referrals.
Services Provided: LEP students receive language assistance in the regular classroom and supplemental services from the Migrant Education Agency.
System: Carroll County
LM: 22
LEP: 22
Methods of Identification: LEP students are identified through home surveys, informal and formal observations, student records and parent information.
Services Provided: Students receive supplemental language assistance from the Migrant Education Agency.
16
Georgia Department of Education LEP Status Report
System: Carrollton City
LM: 73
LEP: 21
Methods of Identification: LEP students are identified through home surveys, informal and formal observations, standardized tests, referrals, and language proficiency tests.
Services Provided: An itinerant teacher uses a pull-out model to provide language assistance to students.
System: Cartersville City
LM: 28
LEP:
Methods of Identification: LEP students are identified through informal observations, student records, referrals, language proficiency tests, and parent information.
Services Provided: Students receive language assistance through peer and adult tutoring, Chapter I services, and translators.
System: Catoosa County
LM: 34
LEP:
Methods of Identification: LEP students are uniformly screened using State Eligibility Criteria.
Services Provided: A bilingual instructor uses a pull-out model to provide language assistance services.
System: Chatham County
LM: 297
LEP: 173
Methods of Identification: LEP students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Daily instructional services for a segment of thirty-five to fifty-five minutes are provided for limited English proficient students at the three center schools. Parents/guardians of limited English proficient students are given the opportunity and are encouraged to enroll their children in the appropriate ESOL center in order for the students to receive ESOL instruction. Four ESOL teachers and four paraprofessionals provide English and content area instruction. A variety of multi-media materials and equipment is used to enhance the instructional program.
System: Cherokee County
LM: 194
LEP: 69
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: ESOL teachers use a pull-out model to provide language assistance to students in the elementary and middle schools. High school students are served during regularly scheduled ESOL classes and sheltered immersion courses in math and social studies.
17
Georgia Department of Education LEP Status Report
System: Clarke County
LM: 383
LEP: 111
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: At the elementary school level, LEP students are assigned to the ESOL Center for daily instruction by a non-itinerant teacher. At the middle and high school level, students are served in pull-out ESOL classes.
System: Clayton County
LM: 2,483
LEP: 817
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Students in grades K-8 are served in a pull-out program. High school ESOL students are scheduled into ESOL class for one or more periods per day.
System: Cobb County
LM: 2,4149
LEP: 1176
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Elementary school ESOL teachers use a pull-out model to provide daily language instruction. Middle school and high school ESOL teachers provide a combination of ESOL instruction and team taught classes in social studies and American literature. One elementary school is piloting a two-way bilingual program in kindergarten and first grade.
System: Coffee County
LM: 104
LEP: 50
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: A resource teacher provides language assistance using a pullout model. Migrant Education paraprofessionals provide supplemental tutoring.
System: Colquitt County
LM: 303
LEP: 298
Methods of Identification: All language minority students are uniformly screened using the state Students Eligibility procedures.
Services Provided: One full-time and one part-time ESOL teacher provide language assistance using the pull-out model of instruction.
System: Columbia County
LM: 76
LEP: 32
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: LEP students receive pull-out ESOL instruction one period per day.
18
Georgia Department of Education LEP Status Report
System: Coweta County
LM: 49
LEP: 19
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Elementary LEP students receive language assistance in a pull-out model. High school students receive ESOL during regularly scheduled classes.
System: Crisp County
LM: 11
LEP:
Methods of Identification: LEP students are identified through informal observations, standardized tests, student records, and parent information.
Services Provided: Language assistance to LEP students is provided during regular classroom instruction.
System: Dalton City
LM: 600
LEP: 296
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: The system provides a non-itinerant, pull-out model for language assistance to LEP students. In addition, Dalton High School uses the augmented model to assist 35 limited English proficient students in the regular classroom.
System: Decatur City
LM: 26
LEP:
Methods of Identification: LEP students are identified through informal and formal observations, student records, parent information and other means.
Services Provided: Students receive assistance in regular classroom instruction with supplemental help from paraprofessionals, peer tutors, computer programs, and ESOL materials.
System: DeKalb County
LM: 6,758
LEP: 2,079
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: At the elementary level itinerant and non-itinerant teachers use the pull-out model to serve LEP students. The Foreign Student Lab serves those students who are of high school age, but do not have the equivalent of an elementary education. Other students are served in their home schools with one hour of ESOL class and one hour of Reading ESOL. Sheltered content courses are available at one of the high schools.
19
Georgia Department of Education LEP Status Report
System: Dougherty County
LM: 24
LEP: 14
Methods of Identification: Language minority students are identified through informal observation and parent information, student records, and referrals.
Services Provided: The school system provides tutors to assist limited English proficient students on a daily basis.
System: Douglas County
LM: 207
LEP:
Methods of Identification: Language minority students are uniformly screened using State Eligibility Criteria.
Services Provided: All eligible students are the high school and are served by an ESOL resource teacher. Language assistance for other students is provided through adapted classroom instruction.
System: Dublin City
LM: 45
LEP: 24
Methods of Identification: Language minority students are uniformly identified using State Eligibility Criteria.
Services Provided: Teachers use the pull-out model to provide language assistance to LEP students one class period per day.
System: Echols County
LM: 32
LEP: 30
Methods of Identification: Language minority students are uniformly identified using State Eligibility Criteria.
Services Provided: Limited English proficient students receive language assistance through tutorial services.
System: Effingham County
LM:
LEP:
Methods of Identification: Language minority students are identified through informal and formal observations, student records, referrals, and parent information.
Services Provided: Teachers provide language assistance during classroom instruction by using ESOL materials, peer tutors, language experience techniques, and computer assisted instruction.
System: Elbert County
LM:
LEP:
Methods of Identification: Language minority students are uniformly identified using State Eligibility Criteria.
Services Provided: Students receive daily pull-out language assistance.
Georgia Department of Education LEP Status Report
System: Emanuel County
LM: 15
LEP:
Methods of Identification: Language minority students are identified through informal observation, student records, and parent information.
Services Provided: LEP students receive language assistance through the Chapter I Program and volunteer tutors. In addition, the Migrant Education Agency provides supplemental services.
System: Fayette County
LM: 294
LEP: 8 6
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: At the elementary level, teachers use both the pull-out model and inclusion to provide language assistance. Students are clustered. Students in the middle school are served using the pull-out model. High school students receive language assistance during regularly scheduled classes and sheltered English classes.
System: Floyd County
LM: 70
LEP:
Methods of Identification: Students are identified through informal and formal observations, student surveys, student records, and parent information.
Services Provided: Middle school students receive language assistance from a bilingual aide and community tutors. Elementary students receive extra language activities and extra scheduling in the Writing to Read Program.
System: Forsyth County
LM: 147
LEP: 55
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Elementary students participate in a pull-out program for one segment per day. Students in grades 6-11 receive transitional bilingual instruction and/or sheltered immersion classes.
System: Franklin County
LM:
LEP:
Methods of Identification: Language minority students are identified through informal observations, standardized tests, student records, referrals, and parent information.
Services Provided: The limited English proficient student receives language assistance in the regular classroom.
21
Georgia Department of Education LEP Status Report
System: Fulton County
LM: 1715
LEP: 1007
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: At the elementary level students receive daily pull-out instruction from an ESOL teacher. Middle school students receive language assistance through the pull-out model and during regularly scheduled periods. At the high school, students receive a combination of ESOL and sheltered content classes.
System: Gainesville City
LM: 508
LEP: 271
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Elementary students receive pull-out ESOL instruction daily. There is one developmental bilingual kindergarten class. Middle and high school students have scheduled ESOL classes. Supplemental Migrant Education services are also available.
System: Gilmer County
LM: 19
LEP: 15
Methods of Identification: LEP students are identified through formal and informal observations, standardized tests, student records, referrals and parent information.
Services Provided: Limited English students receive language assistance during regular classroom instruction. Volunteers from the community also tutor students.
System: Glynn County
LM: 20
LEP:
Methods of Identification: LEP students are identified through informal observations, standardized tests, student records, and parent information.
Services Provided: Students receive peer tutoring, individual instruction with paraprofessionals, and Chapter I services.
System: Gordon County
LM: 11
LEP:
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: The pull-out model is used for elementary students. Scheduled ESOL classes are used at the middle and high schools.
22
Georgia Department of Education LEP Status Report
System: Greene County
LM: 14
LEP:
Methods of Identification: Home surveys, informal and formal observations, student records, referrals and parent information are used to identify students.
Services Provided: The Migrant Education Agency provides supplemental tutorial assistance to limited English proficient students.
System: Gwinnett County
LM: 3,888
LEP: 1,473
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Elementary ESOL students are served in a pull-out ESOL model, with some supplemental services provided by paraprofessionals supporting regular classroom instruction. Middle school students receive sheltered immersion ESOL in regularly scheduled classes. High school students receive regularly scheduled ESOL classes. In addition approximately 150 students receive sheltered content courses. A Title VII funded summer school serves 300 students.
System: Habersham County
LM: 269
LEP: 66
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Limited English proficient students in elementary and middle school receive pull-out ESOL instruction. High school students receive sheltered content classes.
System: Hall County
LM: 1, 022
LEP: 613
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Students served receive daily language assistance through a pull-out model and sheltered immersion courses at the high school level.
System: Hart County
LM:
LEP:
Methods of Identification: Language minority students are identified through informal observations, student records, and parent information.
Services Provided: The limited English proficient student receives language assistance within regular classroom instruction.
23
Georgia Department of Education LEP Status Report
System: Henry County
LM: 157
LEP: 48
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: An itinerant ESOL teacher uses a pull-out model to serve elementary and middle school students. High school students receive language assistance during regularly scheduled ESOL classes.
System: Houston County
LM: 130
LEP: 38
Methods of Identification: Language minority students are identified through informal observations, student surveys, language proficiency tests, standardized tests, student records, referrals and parent information.
Services Provided: Instruction is being provided by classroom teachers. Teachers use peer tutoring and appropriate materials.
System: Jackson County
LM: 21
LEP: 14
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: The ESOL teacher uses a pull-out model to serve eligible students.
ystem: Jasper County
LM:
LEP:
Methods of Identification: Language minority students are identified through informal and formal observations, and parent information.
Services Provided: The limited English proficient student receives language assistance in regular classroom instruction which is augmented by the SIA Program and speech classes.
System: Jeff Davis County
LM: 38
LEP: 14
Methods of Identification: Language minority students are uniformly identified using the State Eligibility Criteria.
Services Provided: Students receive language assistance from paraprofessionals, foreign language teachers, and supplemental Migrant Education services.
System: Jones County
LM: 12
LEP:
Methods of Identification: LEP students are identified through home surveys, informal observations, student records, Migrant Education records, and parent information.
Services Provided: Students receive supplemental services provided by a Migrant Education paraprofessional.
24
Georgia Department of Education LEP Status Report
System: Lanier County
LM:
LEP:
Methods of Identification: Language minority students are identified through informal observations.
Services Provided: The Migrant Education Agency provides supplemental services to limited English proficient students.
System: Laurens County
LM:
LEP:
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: The system uses the pull-out service delivery model.
System: Long County
LM: 86
LEP: 86
Methods of Identification: Language minority students are uniformly screened using state Student Eligibility procedures.
Services Provided: Students receive language assistance in the regular classroom and tutoring. The Migrant Education Agency provides supplemental services.
System: Lowndes County
LM: 43.
LEP:
Methods of Identification: Parent interviews, informal observations, student records, and referrals are used for identifying students.
Services Provided: ESOL students receive language assistance from regular classroom teachers, an ESOL teacher, a paraprofessional, and volunteer tutors. The Migrant Education Program provides supplemental services.
System: Lumpkin County
LM: 27
LEP: 11
Methods of Identification: Language minority students are identified through informal and formal observations, student surveys, student records, referrals, language proficiency tests, and parent information.
Services Provided: Limited English proficient students receive language assistance from bilingual tutors, volunteers, and peer tutors.
System: Marietta City
LM: 330
LEP: 122
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Pull-out classes are used at all levels of instruction. High school LEP students receive sheltered immersion classes and ESOL instruction during regularly scheduled periods.
25
Georgia Department of Education LEP Status Report
System: Marion County
LM: 10
LEP: 10
Methods of Identification: Language minority students are identified through informal and formal observations, student records, and parent information.
Services Provided: Teachers use a pull-out model to provide language assistance.
System: Mitchell County
LM:
LEP:
Methods of Identification: Students are identified through informal observations.
Services Provided: A bilingual paraprofessional provides tutoring services to language minority students.
System: Murray County
LM:
LEP:
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: An itinerant teacher provides pull-out instruction to students.
System: Muscogee County
LM: 353
LEP: 173
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Students are served on a daily basis by itinerant teachers. Elementary students are served using a pull-out model. Junior high/middle school and senior high students have regularly scheduled periods for ESOL instruction.
System: Newton County
LM: 54
LEP: 39
Methods of Identification: Language minority students are uniformly screened using the State Eligibility Criteria.
Services Provided: Language assistance at the elementary level is provided through a pull-out model. Middle school students are served with a combination of sheltered immersion ESOL, pull-out, and team teaching classes. High School students receive sheltered immersion ESOL services.
System: Oconee County
LM: 28
LEP:
Methods of Identification: Informal and formal observation, language proficiency tests, student records, referrals, and parent information are used to screen students.
Services Provided: Volunteer tutorial programs are in place at each school. Students receive services through a combination of classroom immersion, tutorials, and pull-out assistance.
26
Georgia Department of Education LEP Status Report
System: Oglethorpe County
LM:
LEP:
Methods of Identification: Language minority students are identified through informal observation, student records, and parent information.
Services Provided: A Spanish certified teacher works with Spanish speaking students with bilingual materials. Students' schedules include one Spanish class.
System: Pelham City
LM: 27
LEP: 11
Methods of Identification: Language minority students are identified through home surveys, informal observations, language proficiency tests, and parent information.
Services Provided: Supplemental services are provided by the Migrant Education Program and the high school Spanish teacher.
System: Pickens County
LM: 11
LEP:
Methods of Identification: Language minority students are uniformly screened using state Student Eligibility Criteria.
Services Provided: A certified ESOL teacher uses the pull-out model to provide language assistance.
System: Polk County
LM: 152
LEP: 85
Methods of Identification: Language minority students are uniformly screened using the state Student Eligibility Criteria.
Services Provided: Students at the elementary level receive language assistance through the pull-out model. Older students are served through adapted classroom instruction.
System: Pulaski County
LM:
LEP:
Methods of Identification: LEP students are identified through informal observation.
Services Provided: General classroom teachers make modifications within the instructional program to serve limited English proficient students.
System: Richmond County
LM: 135
LEP: 122
Methods of Identification: Language minority students are uniformly screened using the state Student Eligibility Criteria.
Services Provided: Limited English proficient students at the elementary and middle school levels receive language assistance through a pull-out model. High school students are transported to centers where they are served during regularly scheduled classes.
27
Georgia Department of Education LEP Status Report
System: Rockdale County
LM: 221
LEP: 46
Methods of Identification: Language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Kindergarten LEP students receive language assistance on a resource basis. Other elementary and middle school students are bused to ESOL center schools where they receive pull-out ESOL classes. High school students at two schools receive ESOL services and sheltered immersion classes.
System: Rome City
LM: 146
LEP: 47
Methods of Identification: Language minority students are identified through informal observations, student records, parent information, and student support teams.
Services Provided: Students receive ESOL instruction in a pull-out model and in-class SIA and Chapter I services when appropriate.
System: Schley County
LM: 14
LEP:
Methods of Identification: LEP students are identified through informal observations and'parent information.
Services Provided: Regular classroom teachers provide language assistance through adapted instruction. The Migrant Education Agency also provides supplemental services.
System: Seminole County
LM: 47
LEP: 20
Methods of Identification: Language minority students are uniformly screened using Student Eligibility Criteria.
Services Provided: Teachers design lessons and select materials for Migrant Education paraprofessionals to use when providing supplemental tutoring to LEP migrant students.
System: Spalding County
LM: 40
LEP: 2 9
Methods of Identification: Language minority students are uniformly screened using state Student Eligibility Criteria.
Services Provided: Limited English proficient students receive language assistance through tutorial services before and after school.
::;'
.
28
Georgia Department of Education LEP Status Report
System: Sumter County
LM: 73
LEP: 35
Methods of Identification: LEP students are identified through informal observations, language proficiency tests, standardized tests, and parent information.
Services Provided: Classroom teachers adjust classroom instruction to meet the needs of limited English proficient students. An itinerant Migrant Education teacher provides supplemental language assistance.
System: Tattnall County
LM: 207
LEP: 54
Methods of Identification: All language minority students are uniformly screened using state Student Eligibility Criteria.
Services Provided: Eleven of the limited English proficient students received language assistance from a pull-out ESOL Program.
System: Thomas County
LM: 29
LEP: 14
Methods of Identification: Language minority students are identified through informal observation, standardized tests, student records, referrals, and parent information.
Services Provided: Limited English proficient students receive language assistance through the SIA and Chapter I Programs and supplemental services from the Migrant Education Agency.
System: Tift County
LM: 216
LEP: 200
Methods of Identification: Language minority students are identified through informal observations, student records, referrals, and parent information.
Services Provided: Supplemental language assistance is provided by the Migrant Education Agency.
System: Toombs County
LM: 214
LEP: 24
Methods of Identification: Language minority students are identified through home surveys, informal and formal observations, student surveys, standardized tests, student records, referrals, and parent information.
Services Provided: Supplemental services are provided by the Migrant Education Agency.
System: Trion City
LM:
LEP:
Methods of Identification: LEP students are identified through student surveys, informal observation, student records, and parent information.
Services Provided: Language minority students receive language assistance within the regular classroom.
29
Georgia Department of Education LEP Status Report
System: Troup County
LM:
LEP:
Methods of Identification: Language minority students are uniformly screened using State Eligibility procedures.
Services Provided: An itinerant teacher uses both an inclusion and a pull-out model to serve students.
System: Valdosta City
LM: 28
LEP:
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: Language assistance services are provided through both pullout and add-on models in the language arts program of Chapter I.
System: Vidalia City
LM: 34
LEP:
Methods of Identification: Language minority students are identified through informal observation, student records and parent information.
Services Provided: Language assistance is provided by family members'and volunteers from the community and local college.
System: Walker County
LM: 14
LEP:
Methods of Identification: Language minority students are identified through informal observation, student records, and parent information.
Services Provided: Regular classroom instruction is adapted to provide language assistance.
System: Walton County
LM: 23
LEP:
Methods of Identification: Language minority students are identified through informal observation, referrals, and parent information.
Services Provided: Classroom instruction is adapted to provide language assistance.
System: Ware County
LM:
LEP:
Methods of Identification: Language minority students are identified through home surveys, informal observations, student surveys, student records and parent information.
Services Provided: Limited English proficient students receive language assistance through adapted classroom instruction.
30
Georgia Department of Education LEP Status Report
System: Wayne County
LM: 35
LEP:
Methods of Identification: All language minority students are uniformly screened using state Student Eligibility Criteria.
Services Provided: Classroom teachers received training in adapting instruction for language minority students.
System: Whitfield County
LM: 293
LEP: 136
Methods of Identification: All language minority students are uniformly screened using the state Student Eligibility procedures.
Services Provided: ESOL teachers use the pull-out model to provide language assistance to limited English proficient students.
System: Worth County
LM: 14
LEP:
Methods of Identification: Language minority students are identified through informal observations, student records, and parent information.
Services Provided: Classroom teachers adapt instruction and use computer programs and a variety of other materials to develop language.
System: Children & Youth Services LM: 11
LEP: 11
Methods of Identification: Language minority students are identified through informal observations, student records, parent information, and court information.
Services Provided: No language assistance services are provided.
System: Georgia School for Deaf
LM: 122
LEP: 119
Methods of Identification: Language minority students are identified through informal observation, standardized tests, student records, and parent information.
Services Provided: English instruction is provided within the general classroom curriculum.
31
Georgia Department of Education LEP Status Report
Section III: Evidence of the Educational Condition of Limited English Proficient Students
Evidence of the educational condition of limited English proficient students in Georgia was obtained through the coding of limited English proficient students on the spring 1994 administration of the Iowa Tests of Basis Skills in grades three, five, and eight and on the High School Graduation Test in grade eleven. The tests were administered in English only, so the students English language deficiencies certainly confounded the results. In accordance with state-wide policy to limit testing, a limited number of subtests were administered in the 1993-94 school year. Therefore, there were little data to analyze the educational condition of students knowledge of areas such as science and social studies.
Every effort was made to have limited English proficient students correctly coded. School systems' ESOL contact persons were requested to have ESOL teachers work with regular classroom teachers to designate which children should be coded as LEP, and 2,297 students in those four grades were so coded.
Systems were also directed that an LEP student did not have to be administered the entire test if his or her English language level was so low that responses would be random. However, student information was completed on the blank answer sheet. Thus, the number of students completing each subtest was not equal to the total number of students coded as LEP.
The results of the norm-referenced tests as compared with the state mean percentiles are given in Exhibit 8 (reference S548.10(c)(1)(v)). For information concerning standard scores, grade equivalents, stanines and numbers of students tested on each subtest, see Appendix E.
In general, LEP student scores in all four grades were considerably lower in the language dependent area of reading as compared to mathematics.
32
Georgia Department of Education LEP Status Report
Exhibit 8
Norm-Referenced Test Results by Subtest LEP Summary for State
Iowa Test of Basic Skills Spring 1994 (1992 Norms)
Test
Reading Comprehension Mathematics
3rd Grade State LEP %ile %ile
51
15
52
25
5th Grade State LEP %ile %ile
53
16
53
28
8th Grade State LEP %ile %ile
52
17
52
32
Subtest
Language Arts Math Writing
High School Graduation Test Spring 1994
Grade 11
N
State
LEP
61,896
283
61,840
283
61,472
281
Passaae 1*ates
State
LEP
89%
36%
82%
65%
91%
45%
33
Georgia Department of Education LEP Status Report
Twenty-two systems reported that they collect information on grade retention, although one system kept only unofficial data. Twenty-six systems collected data regarding rates of referrals of language minority/LEP students to special education. Twentyfour systems collected data on rates of placement in special education. Eighteen systems reported collection of dropout rates of language minority/LEP students. Fourteen systems reported that they collect data tracking mobility of language minority/limited English proficient students. However, one system only tracks mobility for students in the ESOL program and another system only tracks migrant students. Due to sparsity of data, rates of grade retention, special education referrals and placements, and drop-outs were not calculated or compared to non-language minority and non-limited English proficient students. In an attempt to gather more complete data, the birthdates of students as recorded on their ITBS answer sheets were tabulated and compared to their grade placement as reflected on those tests. The results of that tabulation are shown in Exhibit 9. At all grade levels, the percentages of LEP students over-age for grade are guite high. Certainly the students who are two or more years over-age for grade are likely drop-out candidates.
34
Georgia Department of Education LEP Status Report
Exhibit 9
Age/Grade Comparisons for Limited English Proficient Students
Valid Tabulations
Under-Age for Grade Age/Grade Appropriate
Over-Age for Grade by 1 Year
Over-Age by 2+ Years
Grade N=82S
7% (55)
58% (478)
29% (239)
7% (56)
Grade 5 N=644
6% (38)
50% (324)
32% (206)
12% (76)
Grade 8 N=491
9% (43)
42% (206)
38% (188)
11% (54)
TOTAL N=l,963
7% (136)
51% (1008)
32% (633)
9% (186)
Data were obtained from the March-April 1994 administration of the Iowa Tests of Basic Skills.
Totals may not add to 100.0% due to rounding.
Prepared by the Georgia Department of Education, Office of Instructional Services.
35
Georgia Department of Education LEP Status Report
Language Codings and Groupings Used in May 1994 Language Minority Count
AKA
Akan, Twi, Fanti, Hausa (languages of Ghana, Nigeria,
Niger, Cameroon, Togo and Dahomey)
AMH
Amharic, Tigrinya, Tigre (languages of the Horn of
Africa)
ARA
Arabic
CHI
Chinese, all dialects, including Mandarin, Cantonese and
Fukienese
CZE
Czech, Slovak
DUT
Dutch
FAR
Farsi/Dari/Persian
FRE
French
GER
German
GRE
Greek
GUJ
Gujarati
HAI
Haitian Creole
HEB
Hebrew
HIN
Hindi
IND
Indian languages (other and unspecified), including
Marathi, Urdu, Bengali, Telegu, Panjabi/Punjabi, Bihari,
Tamil and Pushtu
ITA
Italian
JAP
Japanese
KHM
Khmer/Cambodian
KOR Korean
LAO
Lao, Hmong
PIL
Pilipina/Tagalog, Chamorro, Ilocano
POL
Polish
POR
Portuguese
RUS
Russian
SPA
Spanish
SWE
Swedish
THA
Thai
TUR
Turkish
UKR
Ukranian
VIE
Vietnamese
AFR
African languages (other and unspecified), including
Kiswahili, Igo, Yoruba, Zulu, Fulani
ASI
Asian languages (other and unspecified), including
Polynesian, Sinhalese, Hawaiian, Indonesian, Visayan and
Malay
EUR
European languages (other and unspecified), including
Finnish, Romanian, Flemish, Norwegian, Danish,
Lithuanian, Serbo-Croatian, Slovenian, Hungarian and
Yiddish
AME
American Indian languages
ASL
American Sign Language
37
APPENDIX A
LANGUAGE MINORITY STU0EN1 SIN GEORGIA PUBLIC SCHOOLS, MAY I99<
Appling Atkinson Bacon Baker Baldwin Banks Barrow Barlow
CarlersvilloCI Bon Hill
AS! EUR AME UNS ASL AKA AMH ARA CHIN CZE DU1 FAR FRE GER GRE GUJ HA. HEB H.N .NO ITA JAPKHM KOR LAO _ PIL POL y POR < RU3 < SPAN |SWE < THA < TUR < UKR < VET ^ AFR
TOTAL
19
Bcriicn Bfcfa Blockley Bi ant Icy B'noks Bryan Bulloch Bu'kc BultS Cftlhoun
Cnnidcn
Candle!
Cattoll
Cnrtollton City
w
Cntoosa
00
Chaillon
Chatham
Ohattahoochee
Chatlooga
TrionCily
Cheiokce
Ctafko
Clay
Clayton
Clinch
Cobb
330
Marietta City
104
Codee
303
Colquilt
76
Columbia
Cook Coweta Crawlord Crisp Dade Dawaon Oecatur DeKalb
Decatur City Dodge
6,758 26
LANGUAGE MINORITY STUDENTS IN GEORGIA PUBLIC SCHOOLS. MAY 1994
Doory Dougho'ty Douglas Ear* Echola Efflngham Elbeit Emanuel Evans Fannin
AKA AMH ARA CH!N CZE BUT FAR FRE PER ORE OUJ HA! HEB HW IMP
i
1
1
1
1
i
i
1
I
1
I
I
I
I 5"T
ITA JAP KHM
KOR LAO
PIL POL POR RUS SPAN SWE THA TUR UKR VIET AER '7
ASI EUR AME UNS ASL ..
TOTAL
Fayelte
Floyd
146
Rome City
147
Forsyth
Franklin
Fulton
Atlanta City
Gllmer
Q
Glascock
20
Qfynn
Gordon Calhoun City
Qrady Greene Owinnett
BulordCity Habersham Hall
Gainesville Cil Hancock
Haralson Bremen City
Htffla Hart Heard Henry Houston It win Jackton
Commerce City JeflorsonCtty
Jasper Jell Davis JeUerson Jenkins Johnson Jones Lamar Lanier
LANGUAGE MINORITY STUDENTS IN GEORGIA PUBLIC SCHOOLS. MAY 1994
Laurena Dublin Cily
Lee Liberty Lincoln Long Lowndea
Valdosta City Lumpkin McOullio
POL POR RUS SPAN SWE THA TUR UKR VIET AFR ASI EUR AME UNS ASL AKA AMH ARA CHIN CZE PUT FAR FRE PER ORE OUJ HAI HEB HIN IND IT. JAP KHU KOR LAO PIL
TOTAL
Mclntosh Macoii Madison Marlon Mcrlwether Miller Mitchell
Pelham Cily Monroe Montgomery
Morgan
6
Murray
353
Muscogee
oJ>
Newton Oconee
Oglethorpe
Paulding
Peach
11
Pickena
39
Pierce
Pike Polk Pulaaki Putnam Ouitman Rabun Randolph Richmond Rockdale Schley
Scieven
Seminole
Spalding
Stephens
Stewart
Sumler
51
Amcricua City
0
Tatbot
Talialerro
Tallnall
LANGUAGE MINORITY STUDENTS IN GEORGIA PUBLIC SCHOOLS. MAY 1994
Taylor Teltair Terrell Thomas
Thomasville Cit Trft Toombs
VidaliaCily Towns Troutlen
Tioiip Turner Twlggs Union Upton Walker
Chlckamauga Cil Walton
Soc Circle City
Ware Warren Washington Wayne Webster Wheeler White Whltfield
OattonCity Wllcox
'" ~~ AKA AMH ARA CHIN CZE OUT FAB FRF OER ORE GUJ HAI HEB HIN IND ITA JAP KHM KOR LAO .. .
1r
"1""1"
4
2
1
1
1
1
1
5
"'
3
2
3
1
1
1
2
2
5
1
,
7
10
1
11 3
PIL POL POR RUS SPAN SWE THA TUR UKR VIET AFR ASI EUR AME UNS ASL
TOTAL
19
2
195
11
1
210
5
12
1
6
<
a
12
:.
.:..:. . ..!.;
.:::.:.:.
--:
7
14 0
-- ' 2i
7
13
1
2 271
a
8 6
35 0
NR 24
13
600
0
Wilkea Wilkinson Worth GA Scl lor Deal Dept Chfl A Youth Total
9
6
14
1
"
122
61 328 396 02 1.2 V I.4W
1401 34 46 5 0V 0 IV 0 2V
435 177 1 5V 0 6V
526 70 633 1.9V 0.2V 23V
73 0 3V
77 0.3 V
444 1.6V
647 2 3,*
54 0 2V
560 2.0V
2 736 2 6V
1
*. 1698 1123
60V 40V "
1
2
1
275 113 165 578 12475 65 205 38 IB 3014
10V 04V 0.6V 2.1V 44.4V 0.2V 0.7V 0.1V O.ivj 10.7V
329 193 1.2V 0.7V
534 14 450 128
1.9V 0 0V 1.6V 0.5V NO RESPO
0 I*
122 " 28113
7
STUDENTS OF LIMITED ENGLISH PROFICIENCY IN GEORGIA PUBLIC SCHOOLS, MAY 1994
APPENDIX B
AKA AMU ARA CHIN CZE DUT FAR FRE QER ORE QUJ HAI HEB HIN INO ITA JAP KHM KOR LAO PIL POL 23
23
Appllng
15
IS
Atklneon
0
Bacon
0
Baker Baldwin
1 1
0
Banke Rnrrow Barlow Carlerevllla Cty
3e
1
3
4
17
1
1
3
5
1
1
4
6 0
Ben Hill
Berrlen Bibb Blecktoy Brant ley Btookt Bryan Bulloch Burfce Butta Calhoun
<
3
_, ,--_ TTT
^rr.
Camden
1
Candter
Carroll
CarrolKonCtty
1
^
Catooaa
bO
ChaiHon
Chatham
1
2
__ T~T"
W^
TM_
1
2
4
3
1
12
1
1
24
10
1
1
6
TM-- 1 1
3
1
16
7
2
1
16
4
7
4
1
1
1
7
35
1
1
~T^ mm-. B-
1
95
2
1
0 46
1 NR
10 4 7 0 0 0
23
7
1
22
21
4
0
Chattahoochee
Chattooga TrIon City
Cherokee Clarke Clay Clayton Clinch Cobb Marietta City Coffee ColquRt Columbia
2 r*-^
T^r mm --^ ma rm mm TF m- --- T~~ mm m-rr TW TM- ;':::.S: SSSS ww mm SBSS; WM WV IP'
1
1
1
1
64
1
7
5
12
2
2
5
12
4
2
9
48
jJPJ mm ......... ;
2
1
2
xlvlvIvXvX;:
:
:
':'
0
136
8
1
1 222
7
240 10
3
817
0
59 121
2
a 60 23
3
1
18
:
3 12 19
1 42 24
55 28
4
4 31 30 462
6
9
5
a
1
1
1
10
1
92
50
102 22
2
3
8 10 2
1,176
50 296
2
1
1
2
1
3
16
1
-.:
.;:;;:';
3
--~
32
Cook
1
Coweta
1
1
1
4
10
1
0
Crawford
Ctiep
2
11
1
4
Dade Dawaon Decatur DeKab Decatur City
12 153 17
64
2
1 49 14
1
36 14
5 20 21
1 19 SI
64 74
B
4
2 63 662
1
3
3
4
2
593 37
5 40 1
NR
1
2.079
STU0ENT3 OF LIMITED ENGLISH PROFICIENCY IN GEORGIA PUBLIC SCHOOLS, MAY 1W4
Dodge Dooly Doughefty Doug tat EwV Echo* Etflnghem Ebert Emanuel Evene
AKA AMH ARA CHtN CZE DUT FAR FRE PER ORE QUJ HAI HEB
Fannln Fayette Floyd Rome City Foitylh Franklin Fulton Atlanta CKy Gllmef G la acock
Qlynn Gordon CalhounCrty Grady Qreerw Gwlnnett BufordCKy Habcraham Hall GalneevllleClty
Hancock Haraleon Bremen CRy Harrla Hart Haard Htnry Houaton Irwln
Jackeon Commerce City Jef'ereonCtty Jaeper Jet I Davit Jeffereon Jenklna Johneon Jonea Lamar
IND tTA JAP KHM KOR LAO PIL POL POR RUS SPAN SWE THA TUR UKR VIET AFR AS. EUR AME A9L UN3 TOTAL
882 15^ 0
=:
STUDENTS OF LIMITED 6NQLISH PROFICIENCY IN QEORQIA PUBLIC SCHOOLS, MAY 1994
Lanler Laurent Dublin CKy Lee Lfeerty Lincoln Long Lowndea V.kiosl* City Lumpkln
McDuUfce Mclntoeh Mecon Madfeon Mmicri Mefhvether Milter Mitchell Pelhem Ctty Monroe
Montgomery Morgan Murray Muacogee Newton Oconee Oglethorpe PaukJIng Peach Plckene
Pierce Pike Polk Pulaekl Putnam Quit man Rabun Randolph Richmond Rockdale
Schley Sc raven Semlnote Spatdlng Step he ne Stewart Sumter Amerlcue City Tefoot
ARA CHIN CZE DUT FAR FRE OEROREQLU HAIHEB HIN IND ,TA MP KHM KOR LAO Pit POL POR RUS SPAN SWE THA TUB UKR VTET AFR AS! EUR AME ASL
5 5 11
173 39
0
m
2_
o
0
STUDENTS OF LIMITED ENGLISH PROFICIENCY IN QEOHOIA PUBLIC SCHOOLS, MAY 1994
Tellaferro Tart nail Taylor TeKalr Terrell Thomae Thomatvllle City TKI Toomb* VKIBNI CHy
AKA AMH AHA CHIN CZE OUT FAR FRE QER ORE QUJ HAI HE8 HIN IND ITA JAP KHM KOR LAO PIL POL POR RUS SPAN 9WE THA TUR UKR VIET AFR AS) EUR AME A3L UN3 54
2
1
1
1
3
10
195
3
24
1
TOTAL 0
54 0 0 0 14 0
200 24 3
Town*
Treutlen
Troup
Turner
Twlgge
Union
Upaon
Walker
' : : ' '; ;!; Chlckemeuga CHy
' ;';!
'': ;
:
Walton Soc. Circle CNy Ware Warren Weehlngton Wayne Webeter Wheeler White
; :|TM*:
3
6
2
1
1 3
2
::.'::.
2
1
0 0 6 0 0 0 0 3 0
w& 4 0 3 0 0 5 0 NR 0
Whltlleld DaHonCKy Wllcox Wllkea Wllklnaon Worth
OA Scllor Deal Dept Chll . Youth Tolal
21 170 114 0 2* 1.4* 1.0*
2
1
2
2
430 3.7*
e
0.1*
12 0.1*
139 12*
2 0.5*
4 0.4*
4 00*
149 1.3*
35 03*
10 0.1*
75 08*
149 13*
S 00*
249 2.1*
2 256 22*
130
5
1
1
277
4
7
528 4.5*
5 320 2.7*
1 57 0.5*
34 0.3*
67 0 6*
281 2 4*
1
2 6083 51.7*
10 0 1*
1
1 40 0.3*
16 0.1*
2 0.0*
2
1809 15.4V
too
0.9*
57 0 5*
119
143
6 119
1.2* 0.1* 1.0*
NO RESPONSE
128 1.1*
136 296
0 0 0 4 119 11 11731
7
APPENDIX C
LANGUAGE MINORITY STUDENTS IN GEORGIA PUBLIC SCHOOLS, MAY 1994
SYSTEM/QRADE Appllng Atkinson Bacon Baker Baldwin
K1
2
1
5
4
4
2
1
1
2346678
2
3
1
2
5
4
3
5
4
6
9
3
3
2
2
4
1
2
1
1
3
3
2
3
5
3
9
10
3
2
2
2
2
2
Banks Barrow Bartow
Cartersville Cl
6
3
4
6
4
3
2
3
3
7
8
1
3
2
2
5
4
4
5
5
1
3
1
2
1
6
Ben Hill
Berrien Bibb Bleckley Brantley Brooks Bryan Bulloch Burke Butts Caihoun
18
18
22
15
10
12
15
8
5
5
2
2
3
2
2
1
2
1
3
7
3
3
6
3
6
2
4
1
6
1
1
1
1
2
1
4
6
4
2
2
2
1
3
5
1
2 1
1
~ ri
1
1
1
11 2
8
2 3 1
12 2 1
7
TOTAL 23 49 23 5 20 0 64 17 28 0
".::
.
.
1 3
NR 3
1
0 133
22
44 6
31 4 4 0
LIMITED ENGLISH PROFICIENT
K
1
2
3
4
5
6
7
8
9 10 11 12
2
1
2
3
1
2
532 2
1
2
2
2
1
4
1
1
1
TOTAL 23 15 0
0
1
1
0
6
2
4
2
1
2
17
2
1
2
5
2
1
1
1
1
6
0
#~
::::::':::;:;:i:::::::::::::::::;:;:. 0
3
10
9
64
263
1
2
1
1
48
1
1
2
1
1
2
2
1
1
1
1
1
1
1
1
1
2
1
1
NR 10 4 7 0
0
0
Camden
6
6
3
2
2
2
2
3
6
2
34
5
6
1
1
1
2232
23
4*.
Candler
10
4
10
10
3
5
12
7
6
3
3
2
75
3
2
1
1
7
Carroll
6
3
2
3
1
1
1
2
1
2
22
6
3
2
31
1
1
2
1
2
22
Carrollton City
14
6
S
9
2
4
6
4
2
6
7
7
2
73
5
4
2
31
1
3
2
21
Catoosa
3
3
2
7
6
1
2
1
3
2
1
3
34
12
1
4
Charlton
0
0
Chatham
25
26
21
34
27
24
22
22
30
20
18
10
19
297
16
20
16
19 15 13 8 17 11 15 9 10 4
173
Chattahoochee
0
0
Chattooga
0
0
Trlon City
---- 1
1
2
1
1
2
Cherokee Clarke Clay Clayton Clinch Cobb
Marietta City Collee Colqultt Columbia Cook Coweta Crawford Crisp
23
15
13
14
20
8
14
12
16
27
15
10
7
42
50
36
41
30
21
35
26
24
24
16
23
16
210
181
190
207
190
204
232
194
197
219
164
152
143
217 202 204
204
178
207
187
182
198
167
169
155
149
34
37
19
25
33
20
23
22
27
33
21
23
13
14
13
7
11
9
6
13
15
3
3
5
3
2
40
42
22
35
25
32
26
28
27
17
6
3
6
12
8
3
6
6
5
7
11
2
1
7
2
1
2
9
7
2
3
6
2
2
1
3
I
2
2
2
7
1
6
6
1
2
2
2
1
194 383
0 2,483
0 2,419
330 104 303
76 3
49 9
11
12
6
6
7 8 3 4 4 6 14
1
1
19
21
17
11 14
3
5
1
4
8
34
1
128
86
80
85 71 65 56 41 30 67 44 45 29
132
113
113
102 92 .106 88 67 102 102 66 51 42
18
16
10
10 7 12 7 6 8 13 7 8
8
6
6
64
S
6
1
34 2
38
42
22
35 24 30 26 28 27 17 6 3
3
2
3
2
1
364
1
1
5
1
5
2
1
22
1
1
1
22
1
2
1
69 111
0 817
0 1176
122 50
298 32 0 19 0 4
LANGUAGE MINORITY STUDENTS IN GEORGIA PUBLIC SCHOOLS, MAY 1994
SYSTEM/GRADE K
1
2
3
4
5
6
7
8
9
10
11
12
TOTAL
Dade
1
1
Dawson
0
Decatur
NR
DeKalb
514 493 503 579 508 685 513 866 506 444 421 442 384
6,758
Decatur City
4
2
1
5
1
2
5
2
2
1
1
26
Dodge
4
1
4
3
2
1
1
3
1
20
Dooly Dougherty Douglas Early Echols Eiflngham Elbert Emanuel Evans
1
3
4
2
3
2
1
1
2
19
3
2
3
3
3
3
1
2
1
2
1
24
20
20
13
18 23 20
14
16
11
18
14
13
7
207
0
7
3
6
2
2
4
2
3
2
1
32
1
1
1
1
4
NR
1
2
2
2
2
2
2
1
1
15
4
5
4
3
2
1
2
1
22
LIMITED ENGLISH PROFICIENT
K
1
2
3 456789
10 11
321 164 152 146 159 156 132 212 167 151 133 115
3
111
11
12 TOTAL
0
0
NR
71
2079
8
0
0
2
2
23 1 1
11
1
14
20
8
7
9 9 10 8 7 6 2 2 1
88
0
7
3
4
2 24 2
32 1
30
11
2
NR
1
2
222
9
0
Fannln Fayette Floyd
Rome City Forsyth Franklin Fulton
Atlanta City Gllmer Glascock
19
24 32 29 27 41
21
36
18
3
17
18
9
6
7
13
8
8
11
5
3
3
3
1
2
27
16
16
7
9
11
14
15
10
6
7
4
4
21
14
18
11
16
13
12
7
11
8
4
5
7
2
1
162 166 172 132 144 136 140 130 122 108 113 102 88
176 159 147 128 132 105 92
81
73 117
78
48
50
2
3
2
1
2
5
3
1
0 294
70 146 147
3 1,715 1,386
19 0
14
8
9
13
2
6
13
6
7
1
144 132 120
154 100
88
2
3
1
8 746 6 5 5 644
1
21 13
1
34273 1 4 1 1
44223552 1 1
70 83 56 63 55 57 66 58 59 44 77 79 69 61 42 40 81 55 28 18
1 43 1
0 86
9 47 65
1 1007 882
15 0
Glynn Gordon
Calhoun City Grady Greene Gwinnett
Buford City Habersham Hall
Gainesville Cit
Hancock Haralson
Bremen City Harris Hart Heard Henry Houston
2
3
4
1
6
1
1
2
1
2
1
1
1
2
1
1
1
6
2
5
1
4
2
6
6
2
1
2
1
1
2
1
2
2
2
3
3
4
4
1
2
1
3
2
1
2
1
1
1
218 329 387 327 372 336 344 311 280 272 241 241 230
14
12
8
11
7
8
10
4
7
2
2
3
1
33 25 21
21
14
31
13
27
28
21
9 20
8
153 116 114 103
98
80
84
57
57
82 37
26
15
84
63 33 48
46
33 30
29 41
47 24
18
12
20 11 38 25 14 3,888 89 269 1,022 508
1
19
16
4
10
9
16
20
17
3
9
8
8
''.'....'.'.
NR
0
0
1
1
2
1
4
0
5
9
9
8
11
9
9
157
9
14
12
18
12
13
10
130
2
21 12
2
1
1
2
11
6
1
3
31 1 121
1
2
1
2263344 1
1
1
3
1
1
102 183 167 108 93 88 108 108 95 120 100 100 111
9
12
3
64684 52 23 1
8
6
11 7 6 1 11 5 7 1 2 1
122 70 67 54 46 29 46 36 38 59 25 16 5
61
22
26
21 23 17 16 13 25 23 10 8 6
8 8 19 28 7 1473 64 66 613 271
NR
0
0
0
1
1
0
7
3
2
286 1 325342
48
3
2
2
34 1 1 228 334
38
LANGUAGE MINORITY STUDENTS IN GEORGIA PUBLIC SCHOOLS, MAY 1994
SYSTEM/GRADE K
1
2
3
4
5
6
7
8
9
10
11
12
Irwin Jackson
1
2
1
1
1
3
2
2
3
2
1
1
1
1
2
1
1
1
Commerce City
Jefferson City Jasper Jell Davis
2
1
1
1
4
5
4
5
3
3
4
2
3
4
1
Jefferson
TOTAL 6
21 0 0 5
38 0
LIMITEO ENGLISH PROFICIENT
K
1
2
3
4
5
6
7
e
9 10 11 12
TOTAL 0
2
1
1
2
2
1
1
1
1
1
1
14
0
0
1
1
3
.......
4
1
22
1
1 14
0
'. ' :::'!" '
-
Jenkins Johnson Jones Lamar Lanler Laurens
Dublin City Lee Liberty Lincoln
0
0
1
4
1
1
1
1
1
1
2
1
1
1
12
2
1
1
2
1
7
1
2
3
7
1
3
4
1
5
2
1
7
4
4
3
3
45
0
NR
1
1
1
2
1
1
1
1
6
1
3
3
1
32
1
2
1
1
0
0
4
0
2
2
3
24
0
NR
0
M:,: ...::;:].
Long Lowndes
Valdosta City Lumpkin
16
8
18
12
11
3
7
6
4
1
1
4
3
4
2
6
6
1
8
10
2
2
4
4
3
2
3
1
3
4
2
1
1
3
1
3
1
1
4
3
4
3
00
McDulfie
Mclntosh
Macon
1
2
2
5
2
2
6
Madison
1
2
1
1
2
1
1
Marion
2
2
1
1
2
1
1
Meriwether
86
16
8
18
12 11
3
7
5
4
1
1
43
1
1
28
1
1
1
1
2
1
1
27
1
2
1
2
2
1
1
1
0
0
19
9
10
2
2
1
1
21
1
0
86 5 5
11 0 0 0 0 10 0
Miller Mitchell
Pelham City Monroe Montgomery Morgan Murray Muscogee Newton Oconee
:
::
:....'.':
0
1
1
1
1
6
3
1
3
4
3
2
2
1
1
1
1
2
2
9 27 NR
1
2
2
2
2
3
1
2
3
18
2
1
2
2
1 ,1
S
14
5
1
6
26
28
29
25
21
31
21
24
25
37
36
23
27
353
3
5
8
5
8
6
2
6
2
7
1
1
54
6
2
1
3
3
1
2
4
5
1
28
0
1
1
5
1
1
1
1
1
1
1
1
4 11 NR
0
0
5
1
6
18
22
20
10 10 12 12
6 16 21 14
6
7
173
3
4
5
4
5
4
2
3
2
6
1
1
39
1
2
1
1
1
6
Ogtethorpe Pauldlng Peach Pickens Pierce Pike
1
1
1
1
1
5
1
1
1
1
8
16
9
11
6
12
16
7
9
12
1
3
1
1
1
2
1
1
2
1
2
6
4
2
4
2
2
3
4
2
3
2
3
2
1
4
2
1
2
5
1
1
1
1
9
111
11
1
1
2
1
1
1
39
10
4 0 0 7 0 0
LANGUAGE MINORITY STUDENTS IN GEORGIA PUBLIC SCHOOLS, MAY 1994
SYSTEM/GRADE K
1
2
3
4
5
6
7
8
9
10
Polk
21
20
e
19
23
9
10
8
9
14
S
Pulaski
1
i
1
Putnam
Gultman
Rabun
Randolph Richmond
20
14
11
18
11
9
9
3
8
10
a
LIMITED ENGLISH PROFICIENT
TOTAL
K -1
2
3
4
10 11 12
TOTAL
3
3
152
16 10
3
11 7 3 6 7 6 12 3 1
85
3
2
2
0
0
0
0
0
0
0
0
4
12
135
20
14
11
18 11 9 9 3 8 8 4 3 4
122
Rockdale
15
14
12
18
15 21
20
20
10
16 23 26
12
221
r6
2
42444326 1 1
46
Schley
4
2
1
2
1
2
1
1
14
2
1
1
1
5
Screven
0
0
Seminole
6
11
7
7
3
3
3
1
2
1
2
1
47
2
8
7
1
1
1
20
Spalding
6
a
2
1
2
2
4
2
2
6
2
4
40
3
7
1
2 1 4 1 24
4
29
Stephens
0
0
Stewart
0
0
Sumter
9
5
9
14
8
6
5
5
3
7
1
1
73
3
4
4
94 3222 1
1
35
Americus City
3
2
7
1
1
3
2
7
4
8
4
6
6
51
1
1
2
1 13
2
11
13
Talbot
0
0
Taltaferro
0
0
Tattnall
25
23
24
30
20
13
22
13
9
15
4
6
3
207
6
4
S
44355
11 4 3
64
Taylor
0
0
Tellair
0
0
Terfetl
0
0
Thomas
3
2
2
8
6
4
2
1
1
2
29
3
2
2
1111
1
2
14
Thomasville Clt
0
0
Tilt
26
17
27
30
21
13 20
16 20
17
5
3
1
216
25
17
24
29 16 13 19 16 18 17 4 2 1
200
Toombs
35
33
27
20
22
20
12
11
10
10
S
6
3
214
6
3
2621 2
2
24
VidaliaClty
4
4
2
3
1
_____ 1
5
2
3
9
34
1
2
3
Towns
---- -- ----
TM--
Treutlen
1
2
1
2
Troup
1
1
1
3
Turner
Twlggs
Union
Upson Walker
2
2
2
1
1
1
1
4
Chlckamauga Cl
Walton
2
2
1
2
2
1
2
2
5
4
Soc. Circle City Ware
mm.
2
2
1
1
1
Warren
Washington Wayne
6
8
3
6
2
2
1
2
2
3
Webster
0
6
6
0
0
0
0
14
1
0
23
0
7 0 0 35 0
1
1
1
1
1
0
0
3
6
0
0
0
0
3
0
31
4
0
111
3
0
0
2
1
2
5
0
LANGUAGE MINORITY STUDENTS IN GEORGIA PUBLIC SCHOOLS, MAY1! 94
SYSTEM/GRADE K1
2345678
9
10
11
12
Wheeler White Whillield
Dallon City
3
1
2
1
3
2
3
1
46
36
36
30
28
23
17
29
17
13
66
64
70
73
67
58
39
55
30
46
2
6
6
7
7
9
13
10
Wilcox Wilkes
----
mm Mm ----- ---- --- ----
Wilkinson Worth GA Sch. lor Deal Depl. Chll. & You Total
2 2,639
4 2,513
2 7
2,494
2 6
2,501
6 2,365
13 1
2,338
6 12
2,214
5 2,439
10 2
2,030
2 12
8 2.029
1 17
1,616
1
19
9
1,557 1,371 No Response
TOTAL
24 293 600
0
0 0 14 122 11 28,105 7
LIMITED ENGLISH PROFICIENT
K
1
2
3
4
5
6
7
8
9 10 11 12
TOTAL
NR
0
33
18
14
14 13 11
9
9
6
6
2
1
1
41
32
21
37 29 22 17 30 20 32
8
4
3
136 296
0
2 1,654
4 1,250
7 1,128
3
1
6
6 13 12
5
9 11 17 18
9
1
28
1,016 929 840 806 806 787 949 633 639 396 No Response
0 0 4 119 11 11731 7
o
APPENDIX D
LANGUAGE MINORITY/LIMITED ENGLISH PROFICIENT STUDENTS ENROLLED IN NONPUBLIC SCHOOLS IN GEORGIA
June, 1994
SCHOOLS
LM
Aquinas H.S.
11
Arbor Montessori
9
Athens Montessori 13
Atlanta Speech Sch. 4
Augusta Christian
1
Becker Adventist
3
Benedictine Mil.
1
Bible Baptist
4
Blessed Sacrament
1
Brenan Academy
7
Brooklyn Heights
1
Brookstone
25
Buford Hwy. Christn. 5
Calvary Christian
1
Cascade Adventist
3
Catholic Diocese Sav. 1
Christian Heritage 2
Christian Renewal
1.
Christ the King
3
Cobb Co. Christian 1
Counterpane
5
Cumberland Academy 29
Curtis Baptist
8
Darlington
54
Eastside Christian 14
Fellowship Chstn.
1
First Presb.-Hinesvl. 3
Frederica Academy
2
Georgian Country Day 3
Greater Atl. Chstn. 35
LEE
11 5 9 0 0 0 0 2 0 0 0 0 1 0 0 0 1 0 3 1 0 7 2 31 0 0 0 0 1 31
SCHOOLS
LM
Hallie Turner
3
Heiskell
3
High Meadows
2
Immaculate Hrt.
16
LaGrange Academy
2
Lakeview Academy
5
Lovett
64
Memorial Day Sch.
5
Neshit Ferry Mont. 13
Northeast Atl. Chstn. 3
Oak Mountain Aca.
Old Suwanee Chstn.
Open Bible Christian
Pacelli H. S.
Piedmont Academy
Pinewood Chstn. Aca.
Prince Ave. Christian 4
Rabun Gap-Nacoochee 2 6
RamBam Day
14
Rickmond Ind.
1
Robert Toombs Aca. 1
Royce Learning Ctr. 1 Samuel Elbert Chstn 1
Savannah Country Day 17
Southgate Chstn.
5
Southland Academy
4
Southwest GA Academy 2
St. Andrew's Scl.
7
St. James
9
St. John
2
LEE
0 0 0 0 2 0 0 0 0 0 0 0 1 0 0 0 0 6 14 0 1 0 0 0 0 4 2 0 0 0
SCHOOLS
LM
LEP-
St. Joseph-Macon
13
1
St. Mary on the Hill 2
0
St. Teresa
5
0
Tabernacle Chstn.
4
0
Tallulah Falls
4
0
The Cottage Sch.
1
0
The Galloway
19
0
Torah Day Sch.
13
7
Water of Life Chstn. 1
0
Westminster
6
0
Westside Baptist
8
1
Westwood Sch.
1
0
Yeshiva High Scl. 22
2
Total:
516. IM
Georgia Department of Education LEP Status Report The following nonpublic schools reported no language minority (or limited English proficient) students:
Achievement Academy, Appling Christian Academy, Archdiocese of Atlanta, Bethany Jr. Academy, Blackstock Montessori, Bulloch Academy, Carman Adventist, Cathedral Academy, Charter Hospital School, Cherokee Christian, Christian Way Academy, Church at LaFayette Academy, Clayton Christian, Cornerstone Baptist, Cross Keys Christian Academy, Cumberland Christian, Darsey, David Emanuel, Deerfield-Windsor, Devereux, Edmund Burke Academy, Ellijay SDA, El Shaddai, Ernest Saloom Academy, Evergreen Baptist, Faith Christian, Faith Lutheran, Faith Mennonite, First United Methodist, Fullington Academy, Gables Academy, Gatewood, Georgia Walton Academy, Gilead Christian, Glennville Christian, Greater Atlanta Adventist, Greater Atlanta Christian-Fairburn,Green Pastures, Harvester Christian, Hephzibah Academy, Hillcrest Baptist, Holy Innocents Episcopal, Immaculate Conception-Augusta, John L. Coble, John Hancock Academy, John Milledge, Lakeland Adventist, Laurel Heights, Lighthouse ChristianColumbus, Lighthouse Christian-Valdosta, Living Word Education, Lullwater, Mableton Christian, Maranatha Christian, Middle Georgia Christian, Mill Springs Academy, Milledgeville Christian, Mother Goose Kindergarten, Mt. Vernon Presbyterian, New Covenant, New Text, Northside Baptist, Old National Christian, Pathway Christian, Pathway Christian, Perimenter Christian, Philadelphia Christian, Pinecrest Mennonite, Pineland Christian, Pine St. Christian, Redeemer Lutheran, Rock Hill, Rockmart Christian, Rome Montessori, Rose Hill Montessori, Savannah Christian Prep, Seminole Montessori, St. Francis Day, St. Paul's Lutheran Day, St. Peter Claver, St. Vincent's Academy, Stone Mountain Montessori, T & C Christian, Tabernacle Baptist, Talent Development, Templeton, Terrell Academy, The Alleluia Community School, The Children's School, The King's Academy, The Schenck School, The School of Aah, Thomas Jefferson Academy, Twiggs Academy, Village of St. Joseph, Wesleyan School, Westbrook, Westfield, Westminster Christian, Windsor Academy, Word Christian, and Youth Christian.
Language Minority (LM) means those students whose native language is not English. Limited English Proficient (LEP) means those students whose native language is not English and whose native language skills are not sufficient to permit their full classroom participation. Prepared by the Georgia Department of Education, Office of Instructional Services, October, 1994.
52
I!
5
Iowa Tests of Basic Skills
APPENDIX E
e
Report of System Averages
GRADE 03 N TESTED-
GIOIMIA S1AIIWIDL
ITB8 N sa
GE OF AVO 88
N8
NCE
PR OF AVO 88: MA a STUDENT NORMS
850
READING (AWAHCtP SKILISI
692 160.9
2.4 3.0 ?7.6
15
GRADE (IS (ilOIKJIA S1AIEHIDE
ITB8: N
88
GE OF AVQ 88
01
N8
NCE
PR OF AVG 88: NATl STUDENT NORMS
N TESTED- 657
565 180.2
3.5 2.9 27.9
16
GRADE (HI N TESTED-
GIOIKUA SIAIEW10E
ITB8: N
88
GE OF AVQ 88
N8
NCE
PR OF AVG 88: NATL STUDENT NORMS
507
SS-Stftndwd Se. >r GF-n<ada f <*--* NS-Ntfl9*. NCC-Normriav (WMM, NPR-Ntfl MI dw*
463
204.0 5.1 3.0
28.5 17
I.
GEORGIA STATEWIDE
T<*m
WK 03/24
IMm 3/94
nm 1164
b
MATHEMATICS
ft)
IOIC
717
170.7
3.0 3.6
3
34.5
rt
25
O
Hi
580
197.7
4.7
3.S 36.2
28
acs
rt
4 76
230.8 7.2
4.0 38.2
32
1
* InobdM Hrthwnrtw Cawr*tfto
rt C
CO
to Q
%rt
Georgia Department of Education LEP Status Report
Appendix F
Summary of Funds for Limited English Proficient Students In Georgia Public Schools FY 94
Federal Funds
Name of Program: Services Provided:
Bilingual Education State Agency Grant
Provides funds for the SEA to collect, aggregate, and analyze data on limited English proficient students in the state and available educational services. Optional proposed activities include planning, training, and technical assistance.
FY 94 Funds:
$75,000
Name of Program: Eligibility:
Services Provided:
Estimated No. of Teachers Grantee: FY 94 Funds:
Teaching Mathematics and Science to English Learners: The Academic Language and Literacy Training Project
Grantee applies directly to the U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs, Educational Personnel.
Staff development courses for teachers in Cobb County. Participants develop strategies to adapt instruction in mathematics and science for LEP students. Cognitive academic language proficiency and literacy are emphasized.
40 teachers.
Georgia State University Center for the Study of Adult Literacy.
$66,023
Name of Program: Eligibility:
Services Provided:
Estimated No. of Children: Grantee: FY 94 Funds:
The Meadowcreek ESOL Project
Grantee applies directly to the U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs, Special Alternative Instructional Program.
Regular classroom instruction is augmented with a sixweek summer school session for elementary, middle school and high school LEP students.
320 children in grades K-12.
Gwinnett County Board of Education.
$160,000
54
Georgia Department of Education LEP Status Report
Name of Program: Eligibility:
Services Provided:
School System Cobb County DeKalb County Fulton County Gainesville City Gwinnett County
Emergency Immigrant Education Program
"Immigrant children" includes only persons who are "immigrants" under the Immigration and Nationality Act and immigrant residents in the United States without legal documentation. Students must have been attending U. S. schools for less than three complete academic years. Only LEAs with 500 or more eligible children (or 3% of total LEA enrollment) are eligible for funds.
Supplemental educational services--with emphasis on instruction to improve English language skills--to enable children to achieve and maintain a satisfactory level of academic performance. These services include: (1) English language instruction, (2) bilingual education, (3) special materials and supplies. Funds may also be used for additional basic instructional services that ar directly attributable to the presence of immigrant children and essential inservice training for personnel who will be providing supplementary educational services or basic instructional services to immigrant children.
Number of Students
947 2,012
502 394 804
Total
4,659
FY 94 Funds
$33,295 $ 70,739 $ 17,650 $ 13,852
$28,267
$163,803
55
Georgia Department of Education LEP Status Report
State Funds Name of Program: Student Eligibility:
Services Provided:
English to Speakers of Other Languages
Eligibility is determined according to a statewide Entry-Exit procedures which includes a score on the 1982 Language Assessment Battery and other indicators of language skills needed for regular classroom success.
Daily language instruction in English listening, speaking, reading, writing and American cultural concepts which students need for regular classrooms.
School System
Students Served '93-94
FY 94 Funds*
Atkinson Co. Atlanta City Barrow County Bartow County Bibb County Bryan County . Camden County Chatham County Cherokee County Clarke County Clayton County Cobb County Colquitt County Columbia County Coweta County Dalton City Dawson County DeKalb County Dublin City Douglas County Fayette County Forsyth County Fulton County Gainesville City Gordon County Gwinnett County Habersham County
15 662
4 0 38 0 21 165 65 121 756 704 75 20 15 150 -02467 11 4 87 49 797 224 5 1063 67
-0565,153
-02, 924 33,138 2,102
-0162,455
-048,100 702,976 691,651
-017,627
-073,154
7,313 1,969,294
-0-072,171 24,717 691,863 185,181 11,347 745,097
53,903
School System
Students Served 93-94
FY 94 Funds*
Hall County
372
Henry County
20
Jackson County 18
Laurens County 3
Liberty County 18
Marietta City 54
Murray County
7
Muscogee County 126
Newton County 31
Pickens County 8
Richmond County 102
Rockdale County 34
Rome City
20
Tattnall County 27
Tiff County
0
Troup County
0
Whitfield Countyll5
280,024 20,154 17,798 -012,530 67,570 3,822
143,389 22,076 974
135,444 47,333 -0-046,203
67,280
Totals:
8, 540 6,924,763
* "Students Served" reflects the number of students being served (as of March 1994) in accordance with the state rule. State law requires that "FY 94 Funds" be based on the number of students served in the previous school year. Systems with zero funds in 1994 will be funded in 1995. Funding is based on the intensity of services provided (number of segments) and the service delivery model (itinerant v. non-itinerant).
56
Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and the Carl D. Perkins Vocational Education Act of 1990); or disability (Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act of 1990) in education programs or activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies.
The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Perkins Act - Bill Tyus, Vocational Equity Coordinator Title VI - Bill Gambill, Associate State Superintendent of Schools, Coordinator Title IX - Ishmael Childs, Coordinator Section 504 and ADA - Ishmael Childs, Coordinator
Inquiries concerning the application of the Perkins Act, Title IV or Section 504 and ADA to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.
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