Dr. John A. Langford School East Hartford School District
Who goes here?
Here's a look at how the student population has changed over time at Dr. John A. Langford School, in similar schools, and in schools statewide. To determine "similar schools" we used the state's district reference group, or DRG, classification for the school.School-level and state-level data from State Department of Education, EdSight DRG figures are sum of schools for which DRG classification was available.
What does 'DRG H' mean?
"DRG" or District Reference Group -- often pronounced "dirg" -- is grouping of schools based on the town's wealth and student need. It ranges from A to I, with A being the wealthiest, lowest-need municipalities. Dr. John A. Langford School is a DRG H school. This database uses the DRG classifications available here, retrieved May, 2017.
Who teaches here?
Data from Connecticut State Department of Education, EdSight
When you see two dashes (--), that means data is unavailable, typically because data on small groups is suppressed by the state, citing privacy.
English-language learners
This shows the percentage of students who were classified as English-language learners, or ELLs.
ELL enrollment data from State Department of Education, EdSight.
ELL students per teacher
There were 660 English-language learner students and 15 teachers specially trained to work with this population in East Hartford School District, according to data from 2016-17. Here's how that student-teacher ratio compares with similar districts and the statewide average.
Those 15 educators included 6 bilingual teacher(s) and 9 TESOL teacher(s).
TESOL and bilingual teachers differ in instructional practice. TESOL is english-only and teachers are trained to use visuals and other supports to help English learners. Bilingual teachers know two languages, and use both of them to teach and translate materials for students.
Bilingual and TESOL educator count from trial exhibit from 2016-17; ratio is based on educator count and enrollment data from State Department of Education, EdSight.
Primary languages spoken
Schools with at least 20 students who speak the same primary language are required to offer programs to those students in their native language. There are many students who speak primary languages other than English, but in a given school do not reach that 20-student threshold. Spanish is the most commonly spoken non-English primary language.
Mandatory bilingual programs
This table shows students' primary languages that reached the 20-student threshold for mandatory programming at Dr. John A. Langford School.
Data from the State Department of Education for the 2016-17 school year
There are two types of native-language instruction: transitional bilingual or dual language. State law requires students in transitional bilingual programs be taught in their native language and English be used for "more than half of the instructional time" by the end of the school year. Enrollment of English learners in transitional bilingual programs is generally capped at 30 months. (See schools with exceptions here.)
This table shows the number of English learners who are enrolled in transitional bilingual programs, the number of ELs who are not proficient in English but are beyond 30 months, and the total number of ELs.
The other type of native-language instruction is dual language programs, where students split there day evenly learning various subjects in two different languages. There is no 30-month cap, but many of the programs end at 2nd or 5th grade. Statewide, 4 percent of English learners participate in dual language programs for the 2016-17 school year. Districts that have students in dual language programs include Bridgeport (217 students), CT Technical High Schools (8), Danbury (less than 6), Meriden (168), LEARN (47), New Britain (121), New Haven (409), New London (168), Norwalk (130), Windham (111).
For schools that don't have at least 20 students and are required to offer native-language instruction, districts are still required to provide other support, known as English as a second language services.
Parents can also opt out of having their children receive any extra support, though only 3.5 percent do from year to year.
See how many students in your district are required to get other services, and how many opt-out here.
Data from the State Department of Education for the 2016-17 school year
High-need students
Students from low-income families qualify for free or reduced-price lunch. Income thresholds for the program vary based on family size. According to 2016-17 guidelines, a family of three with a gross income of just over $26,200 would qualify for free lunch, and a family of three with an income of around $37,200 would qualify for reduced-price meals.
Free and reduced-price lunch enrollment data from State Department of Education, EdSight
School grade: Zero-to-100 score
Each year, the state grades every school. The state’s grading system called "NextGen" is based on more than a dozen different measures, including how many students are chronically absent, enrolled in arts and Advanced Placement college-prep courses and graduate from high school. The largest weight is given to test scores.
Smarter Balanced testing
The Smarter Balanced test replaced CAPT and CMT testing for measuring student performance. It's aligned with the Common Core curriculum. High school juniors in 2015-16 began taking the SAT in lieu of this test.
Bar charts show the percentage of students whose test results showed they were at grade level or above in the subject.
Are English learners catching up?
The state has set an expectation that English learners should improve their scores on standardized English and math tests by at least 3 percent each year. Below are the results of how many students met that target between the 2014-15 and 2015-16 school years.
SBAC English Language Arts growth
The percentage of students meeting their respective growth target on math tests.
SBAC Math growth
The percentage of students meeting their respective growth target on math tests.
Data from the State Department of Education, EdSight for 2015-16; (Starting in 2015-16, high school students took the SAT instead of SBAC)
Spending areas
Most schools in Connecticut spend about half of their budgets on instructional staff and services. Here's a look at how the school district's spending compared with spending statewide in 2014-15.Fiscal resources data from State Department of Education, EdSight
Faculty and staff, full-time equivalent
Employees are counted in "full-time equivalent" units, or FTEs, so less-than-full-time employees count as fractional FTEs.
Educator staffing data from State Department of Education, EdSight
Teacher shortage areas
Schools can't always fill all of their open positions. This table shows areas where the district had open positions, how many people applied for the jobs (whether they were qualified or not), and how many of those positions remained open on Oct. 1, 2014, the most recent for which data was available.
Data from the State Department of Education
Teacher compensation
Here's a look at how average teacher compensation in the district compared with similar districts and compensation statewide.
Data from the State Department of Education for 2014-15 school year
Class sizes
Class-size data from trial exhibit.
Achievement objectives
Federal law for years required the state to track whether English learner students were making any progress in learning English. However, that requirement ended starting with the 2014-15 school year.
AMAO data from State Department of Education
Suspension rates
Data from the State Department of Education, EdSight for 2015-16
Why is some data missing?
Data might be missing for a number of reasons: It might not exist; or it might be suppressed for privacy reasons because it represents a very small group of students, for instance. Here are more details on why some school profiles don't have as much data as others.