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 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 VVA ^ \ otKWt j roomi /, ,* Jj/ .--I MCA ft 0 ; * sal "t,T A r 1 rAYtTTC Sf^ . , ' j V / r JAJ" 1 niTNAM >--J SALOiMC f 6UTTJ 1 ** '"--*U * ri sS \ < ,, y HCMUON0 THOV* MCRrwCTKER tK | LAMAH / f r--L U40N WASHINGTON I ) . WILKINSON S 1 ~*'''~~~',yS /f T JCNWNS / 9CHCVCN \ WuSCOCCC CRAWfWO S-\-~ /\ #C*CM I /CATTA*OOC*CC J- WAROM j. I * Ti~ STtWART J WEBST*! SUMTt DOOLf j ULl AS --i C*IS^ WILCOX V-,- X "X. "1 s f TRCUTLCN ^ I ,/N / C| ANOLtK / ftULLDC** \ trriNCHAM T- N \ CVANS V--^" ./ . ,>\ s V. LIKTT QAV1S ! APLNC _>-. U)NC '7v l [_.-- 'MIIAJ----( ' ? CAiHOU~ { 0OUGHtTY 0> S /j ,LLt V J % IANTUT ." CI.TWW IT -TCHtLL I" 'COLQUITT /cOO N, _._TT ^ " rwS I V -, ' L >0"J* ^"^S ymoci I - 'VN CLINCH J^-f~-- ^ . \I Ij i ., * , tC-OCS ... I ^__J^' ^ I CHAHLTW / / L. CAOCP< *?/ ^ B.A 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