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• 625,421 (40 percent) English learners are placed in mainstream classrooms and<br />
are receiving additional services as a result of meeting the criteria for possessing<br />
a reasonable level of English proficiency.<br />
• 104,603 waivers were requested; 101,369 were granted.<br />
• 70,749 (4.5 percent) English learners are placed in classes or instructional<br />
settings other than those explicitly authorized by Proposition 227. Some of these<br />
pupils are receiving customized English learner services specified in a special<br />
education individualized education program (IEP), but others are not receiving any<br />
English learner instructional services.<br />
• 31,901 (2 percent) English learners are placed in mainstream classrooms at the<br />
request of their parents, even though the pupils have not met the criteria for<br />
possessing a reasonable level of English proficiency.<br />
The 1,571,463 English learners receive various combinations of different instructional<br />
services regardless of program placements:<br />
• 168,129 receive only ELD instruction in addition to the regular school program.<br />
• 803,706 receive at least one period of ELD and two periods of specially designed<br />
academic instruction in English (SDAIE) and sheltered instruction in subjects such<br />
as mathematics or social science, in addition to the regular school offerings.<br />
• 331,733 receive, in addition to ELD and SDAIE, at least two periods of subject<br />
matter instruction facilitated by primary language support.<br />
• 95,155 receive, in addition to ELD, and often in combination with SDAIE and/or<br />
primary language support, at least two subject matter periods taught through<br />
primary language instruction.<br />
• 138,170 receive English learner instructional services other than those described<br />
above.<br />
• 34,570 do not receive any instructional services required for English learners.<br />
English learners are taught by a wide range of instructional staff:<br />
• 4,606 teachers hold a bilingual teaching authorization and are assigned to provide<br />
primary language instruction.<br />
• 160,577 teachers hold a Cross Cultural Language and Academic Development<br />
(CLAD) or Senate Bill 1969/395 certificate and are assigned to provide SDAIE<br />
and/or ELD instruction.<br />
• 337 teachers were in training for a bilingual teaching authorization.<br />
• 13,696 teachers were in training for a CLAD credential or a SB 1969/395 <br />
certificate. <br />
• 12,881 bilingual paraprofessionals were assigned to teachers for providing <br />
primary language support or instruction to English learners. <br />
For more information regarding English learner students, contact the Language Policy<br />
and Leadership Office, at (916) 319-0845. Additional information is also available on the<br />
English Learner Web site at http://www.cde.ca.gov/sp/el. To access the California<br />
Department of Education’s database containing demographic information on language<br />
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