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The language-minority school-age population has now reached 9.9 million, according to data from the 1990 census, which defines language minority as those individuals living in households in which a language other than English is spoken. This figure indicates that 22% of the total school-age population, estimated at 44.9 million in 1990, live in such households. In addition, while the language minority population has increased, the population of students from English-only homes has declined. The 1980 census estimated that 83% of the school-age population lived in English-only households; in 1990 this percentage fell to 78% of the total (Waggoner, D., 1994). As a subset of the language minority student population, the limited-English proficient student population has been estimated at anywhere from 1.355 million to 3.685 million, according to one source (Hopstock, P. and Bucaro, B., 1993) and from 5 to 7. 5 million according to another (Waggoner, D., 1993). As a proportion of the total school-age population, LEP students could comprise as little as 3% or as much as 17% of the total, depending upon which figures are used. These differences are significant and need to be examined in the context of what is at stake, namely the allocation of adequate resources to all students of limited-English proficiency.
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