Wichita Public Schools reports growth, new sites and curriculum changes for ESOL programs

Wichita Public Schools officials told the Board of Education on July 7 that the district’s ESOL (English for speakers of other languages) program has grown markedly and will expand services so students can stay at their neighborhood schools while receiving language supports.

In a presentation to the board, Holly Ingram, assistant superintendent of learning services, and Christina Boyer, executive director of ESOL programming, said ESOL students made up 21 percent of USD 259’s enrollment in 2024–25 and that the district counted 116 languages spoken in students’ homes and representation from 104 countries of birth.

The district reported nearly 1,200 newcomer students in May 2025 and said newcomer programming now operates at 16 comprehensive schools — 10 elementary, three middle and three high schools — with the goal of returning students to age‑appropriate general education as soon as they are ready.

“This is part of the core of what we’re trying to do to get every kid to be able to read,” Ingram said, referencing a 1992 Supreme Court decision she said requires public schools to serve every student regardless of citizenship or language.

Why it matters: Wichita’s ESOL growth affects staffing, classroom sizes and budgeting for curriculum and paraprofessionals. Board members and district staff framed newcomer programming as both an equity and instructional priority as the district considers facilities and budget constraints in coming years.

Key details and changes

- Newcomer sites and staffing: The district added four elementary newcomer sites this year and reported adding elementary paraprofessionals in October to manage increases in newcomer enrollment. Leaders said 20 additional ESOL professionals and 11 newcomer teachers/paraprofessionals are planned for 2025–26.

- Instructional model: ESOL services are delivered through co‑teaching, push‑in supports and embedded teaching (classes taught by ESOL‑endorsed teachers). The district emphasized keeping students in same‑age classrooms for specials, lunch and social time while providing scaffolded language instruction.

- High‑school credits: District leaders said they revised newcomer high‑school programming so students can earn core credits (not just electives) in their first year, freeing time previously used by multiple literacy supports so students can begin earning science, social studies and math credits earlier.

- Assessment and exit timing: KELPA (Kansas English Language Proficiency Assessment) data were cited to show gains in elementary language proficiency. District staff said exit from newcomer programming is data driven and typically averages about two years, though some students take longer depending on prior schooling and language levels.

Board questions and context

Board members asked about class sizes, selection and placement of newcomer sites, staffing shortages and the assessment criteria used to move students into general education. Christina Boyer said class sizes in newcomer classes have been “extremely large” in some cases, with middle‑school newcomer groups reaching into the 40s; high‑school newcomer class sizes were reported below 28 in the prior year. District leaders said they are working to add staff and to site newcomer programs as close as possible to students’ neighborhoods.

District leaders tied ESOL work to wider budget and policy discussions. Chief Financial Officer Addie Lowell and others later told the board that federal grant disbursements were under federal review and that the district had reserves to continue programs while awaiting guidance; board members asked for contingency planning if federal funds are delayed for a prolonged period.

Closing note

Ingram and Boyer said the changes aim to keep students with their same‑age peers, accelerate language acquisition and reduce unnecessary course duplication while building stronger pathways to graduation for English language learners.