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Leander ISD reports rise in emergent bilingual enrollment; summer supports and dual-language programs expand
Summary
District staff told trustees emergent bilingual students now represent about 18% of Leander ISD enrollment, summer linguistic supports increased from 325 to 560 students, and dual-language programming and Title III-funded training are expanding across early childhood through high school.
District staff presented the Global Languages and Cultures annual update on Oct. 23, reporting growth in emergent bilingual enrollment and expanded supports for multilingual learners.
Presenters said emergent bilingual students comprise about 18% of total district enrollment (roughly 7,500 students across EC–12). The district continues to operate dual-language programs in multiple early childhood and elementary campuses (Baghdad, Fabian, Knowles, Reed, Whitestone), and middle school dual-language locations now include Danielson, Henry and Leander middle schools.
Staff described assessment and program results: more students met reclassification criteria in 2024–25 under the revised composite metric, TELPAS growth was consistent with regional and state trends, and summer programming for early emergent bilingual students expanded from 325 participants last year to 560 this year. Title III funding supports professional learning and regional partnerships to sustain multilingual educator training.
Student voices were central to the presentation. A current student said dual language participation ‘‘has taught me how to be a more effective communicator in both English and Spanish.’’ An alumnus and a freshman at the University of Texas at Austin described the program’s long-term academic and cultural benefits.
Trustees praised the work and asked for follow-up details as needed for program planning. No formal action was taken.
