English Language Learners - State Profile

English Language Learners - State Profile - Louisiana

November 2014

Unless otherwise noted, all information in this resource was gathered from state statutes only and does not include policies in state-level guidance documents or arising from court orders.

Students: Identification, Program Approach, Standards, Assets, Exit, PreK
Percentage and number of ELL students (2011-2012) 1.9 percent
How is an "English language learner" defined in state policy?
"Limited English proficient student" is defined as a student who is aged 3 through 21; who has been enrolled in an English-speaking elementary school or secondary school for less than a year; who was not born in the United States or whose native language is a language other than English; who is a Native American or Alaska Native or a native resident of the outlying areas and comes from an environment where a language other than English has had significant impact on his level of English language proficiency; or who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny them:
  • The ability to meet the state's proficient level of achievement on state assessments;
  • The ability to successfully achieve in classrooms where the language of instruction is English; or
  • The opportunity to participate fully in society.
An "English language learner" is defined as a child who is working to learn a second language (English) while continuing to develop his or her first (or home) language.
What methods are used to identify English language learners? Not specified in state law or administrative regulation
Which program approaches does state policy authorize? Not specified in state law or administrative regulation
Unique policy levers to promote parent engagement
Does state make available state seal of biliteracy? If so, is district awarding of seal voluntary or mandatory for eligible students? Yes - offering voluntary
What measures do schools use to reclassify students as English proficient?
To be considered English proficient and exit ELL status, an ELL student must score as follows:
  • Grades K-2:
    • Two years at level V on the English language development assessment (ELDA); or, in the same year;
    • At level V on ELDA and at grade-level/benchmark/low-risk on a standardized reading assessment.
  • Grades 3-8:
    • Level V on ELDA; or, in the same year;
    • Level 4 IV on ELDA and at proficient on the ELA or English language arts state content assessment.
  • Grades 9-12:
    • Level V on the ELDA: or, in the same year;
    • Level IV on the ELDA and at proficient on ELA or English state content assessment in the most recent academic year.
Students with disabilities who are unable to meet the above exit criteria after four years or more in ELL status because of their disability, as decided only by consensus of the members of the school building level committee (SBLC), may be exited from ELL status but will still be required to take statewide assessments.
Are state-funded pre-kindergarten programs required to provide ELL instruction? No
Has the state adopted the English language development standards put forth by World-Class Instructional Design and Assessment (WIDA)? No
Type of funding Formula funded
Funding per student Additional weight in formula: 0.22 (22%)
How is funding distributed? Funding is allocated through the state's primary funding formula. 
Teaching Quality
What ELL training, if any, is required of general classroom teachers? None
Are ELL-only instructors required to hold a specialist certification or endorsement? No
Unique Characteristics
Unique characteristics

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