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ELL Data - Glossary of Terms | Business Rules

COPIAGUE UFSD ENGLISH LANGUAGE LEARNERS ENROLLMENT (2024 - 25)

K-12 ELL Enrollment: 915
K-12 Former ELL Enrollment: 424

ELL ENROLLMENT BY 500福利在线

MALE

474

52%

FEMALE

441

48%

ELL ENROLLMENT BY ETHNICITY

BLACK OR AFRICAN AMERICAN

43

5%

HISPANIC OR LATINO

847

93%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

4

0%

WHITE

21

2%

OTHER GROUPS

STUDENTS WITH DISABILITIES

172

19%

ECONOMICALLY DISADVANTAGED

767

84%

ELL ENROLLMENT BY GRADE

K (FULL DAY)

103

11%

1ST GRADE

80

9%

2ND GRADE

79

9%

3RD GRADE

80

9%

4TH GRADE

74

8%

5TH GRADE

73

8%

6TH GRADE

49

5%

7TH GRADE

54

6%

8TH GRADE

47

5%

9TH GRADE

66

7%

10TH GRADE

73

8%

11TH GRADE

79

9%

12TH GRADE

57

6%

UNGRADED SECONDARY

1

0%

Data used to generate the Home Languages, English Language Learners Breakdown, and the English Language Learners Programs tables differs from the rest of the report. Students included in the Home Languages, English Language Learners Breakdown, and the English Language Learners Programs were those students who were identified as ELL during the school year. The rest of the report includes students who were ELL as of BEDS day.

HOME LANGUAGES

  1. Spanish
  2. English
  3. Haitian Creole
  4. Ukrainian
  5. Creoles and Pidgins, French-based

ENGLISH LANGUAGE LEARNERS BREAKDOWN

0-3 YEARS

669

4-6 YEARS

273

7+ YEARS

121

SIFE

97

ENGLISH LANGUAGE LEARNERS PROGRAMS

ENGLISH AS A NEW LANGUAGE

603

ONE WAY/ TWO WAY DUAL LANGUAGE PROGRAM

0

TRANSITIONAL BILINGUAL EDUCATION PROGRAM

460

ENGLISH LANGUAGE LEARNERS GRADUATION RATE

Enrollment Suppression

When the Total Students count equals the count in the English Language Learner Students, Students with Disabilities, and/or Economically Disadvantaged Students category, the data are suppressed.

When the count of students in either the English Language Learner Students, Students with Disabilities, and/or Economically Disadvantaged Students category is less than 5, the data are suppressed.

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