Limited English proficiency can be another obstacle to learning, as English language learners (ELL) not only have to attempt mastery over the curriculum, but they also have do it in a non-native tongue.  The percent of ELL students in LI and NYS schools increased steadily since 2004 (and on LI since 2001) and peaked in 2007.  Since 2007, however, NYS has seen a net decrease in the percent of ELL students, while LI has held approximately level. 

The percent of Long Island’s ELL students can be disaggregated by school poverty.  The island-wide increase seen from 2001 to 2007 turns out to have occurred almost exclusively in high poverty schools.  Over the time period, the poorest schools saw an ELL increase of nearly 12 percentage points, while low poverty schools saw a decrease in English language learners.  This is significant because schools with high poverty already face notable obstacles, and the high concentration of ELL adds to their already substantial educational challenges.