Some districts have large, relatively stable populations of LEP students from a single language or cultural background. Others have large groups of LEP students representing several language backgrounds. On the other hand, some districts have very small numbers of LEP students from many different language groups. Some report more than 100 language groups with two or three LEP students from each, scattered across grade levels and across schools. Characteristics of individual students can influence ESL program type.
Some students enter U.S. schools with strong academic preparation in their native language.
Other students may not have had such extensive academic preparation. Some students at every age level come with little or no exposure to reading and writing, unable in some instances to do even basic mathematical computations. Availability of resources varies from district to district. Some have trained ESL personnel on site, while others are scrambling to find someone to work with a few students on a volunteer basis. A few districts can draw upon a large, stable community group for bilingual education programs.