Close to 40% of all public school students speak a language other than English at home, and the multilingual student population in California is growing more diverse. Yet the number and share of English Learners (EL) in California public schools has fallen. PPIC researchers Beyond Deng and Laura Hill discussed findings from a new report on the changing English Learner population and the obstacles faced by districts in providing courses and services to EL students.

The EL population fell in the majority of the state, especially in large coastal districts like Los Angeles Unified, San Diego Unified, and Long Beach Unified. At the same time, Deng pointed out that the composition of the EL population has shifted: more newcomers are arriving from Central America, and their schooling may have been interrupted. Moreover, the numbers of students who speak languages such as Mandarin, Arabic, and Russian are also rising, although most multilingual students speak Spanish. Deng explained that responses to a home language survey and an assessment determine whether a student is an English Learner.

“These critical changes to the EL population [are] influencing how districts are thinking about programming and staffing,”  Deng said. “Some districts are now trying to implement specific newcomer programs … Other schools are deliberately pairing newcomers with reclassified students,” Deng said. Reclassified students are those who move from EL coursework into the standard academic curriculum.

But unequal demand for bilingual courses along with shortages of teachers with appropriate credentials mean that districts cannot always offer classes despite having fewer students. “Districts are struggling with having the right certifications for teachers,” Deng said. Small and rural districts may find it hard to attract teachers as they compete with larger districts on their borders.

Deng called for graduating and training more teachers with the qualifications to meet demand for bilingual programs. Teacher staffing will be key as the state encourages biliteracy through the Global California Initiative, which sets near- and longer-term goals for students to participate in programs and achieve proficiency in two or more languages.

A declining EL population may also limit the availability of translation services, Deng noted. Current law mandates that if 15% or more of a student population speak a language, the school must translate any notices, reports, or other documents sent to families. The shares of students and families who do not receive translation services has grown over the decade, including among Spanish-speaking families.

Long-term EL status, or being an English Learner for more than six years, is associated with lower test scores in English and math and lower graduation rates. Deng reported that some districts are implementing programs to support students at risk of becoming long-term ELs, such as creating content- and language-rich environments to help younger students practice English, integrating arts, or adding career and technical pathways.

By standardizing reclassification and automating decisions throughout the year, districts  may help EL students whose reclassification was delayed by the pandemic. As assessments stalled amid the pandemic, reclassification fell to half the rate (7%) of prior years (13–14%). Hill explained that some districts have begun to automate and streamline their decisions around who was eligible to be reclassified as well as provide multiple opportunities to assess throughout the year.