Princeton schools report growth in English learners, outline supports and spending

District staff told the Princeton City Schools Board that the number of students identified as English learners has grown substantially and the district is expanding supports.

Kelly Parent, identified in meeting materials as the EL director, said the district now counts more than 50 languages (including dialects) and over 30 nations among students. Staff reported 1,512 identified English learners — a rise from prior years — representing 27.08% of the district's student population (up from 24.88% the previous reported year). The presenter said that figure excludes students enrolled in JVS and students who have exited EL services but are monitored for two years.

To serve the population, the district allocates roughly $40,000 from the general fund specifically to EL items and uses Title III funds for a bilingual liaison position (about $96,000) as well as for summer school, curriculum materials aligned to the science of reading, translation support and professional development. Staff described classroom-coaching strategies and districtwide professional development (SIOP and Orton-Gillingham training) intended to accelerate proficiency so more students can exit EL status.

Parent emphasized assessment timing and supports: the annual language-proficiency assessment window opened Feb. 3 and runs through March 28; state reporting and data validation typically finalize by mid-summer. When trustees asked about increased costs tied to the growing EL population, the presenter said staffing numbers have not increased districtwide and that Title III allocations are based on enrollment, but she did not provide a precise percentage for increased overall costs.

Next steps: administrators will continue building-level data dives to identify domain-specific supports for students on the cusp of exiting EL services and will report updated assessment results when they are finalized.