Education

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Feb 09, 2026

Why Limited English Proficiency Students and Families in K-12 Schools Is Essential

by Lauren Gonzalez

This is the first in a series of three articles on the Limited English Proficiency for families in K12. The most recent National Center for Education Statistics (NCES) estimate shows that in Fall 2021, 10.6% of public school students (about 5.3 million) were classified as English Learners. And while this is a huge part of school communities, families who are not proficient in English are frequently underrepresented in surveys. Survey experts often identify this group as being at higher risk for under-response or nonresponse, since language barriers, mistrust, and logistical challenges can make participation more difficult. As a result, many districts may be missing the voices of a significant segment of families when collecting feedback and data. This concern is becoming increasingly urgent as the number of English Learner (EL) students and Limited English Proficient (LEP) households continues to grow in many regions, making it essential for districts to adopt intentional, targeted strategies to better engage these families. Why Participation from LEP Families is Essential When LEP families are unable to participate in surveys, districts risk gathering feedback that does not fully reflect the broader community. And, if the data captures only a portion of family perspectives, school improvement decisions can end up being guided by an incomplete, and potentially misleading, understanding of community needs. Survey responses from LEP families often highlight important unmet needs, especially around communication, language services, and student support. When districts improve LEP family participation, they gain clearer insights that can help them direct resources where they’re needed most (MidTESOL, 2021). Increasing participation among these families is critical for: Ensuring representative feedback so survey results reflect the experiences and needs of […]

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