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Work with MCSD on Story Behind the Curve.

Compared to the English-proficient population, the Limited English Proficiency (LEP) population is less educated and more likely to live in poverty. In 2013, about 25% of LEP individuals lived in households with an annual income below the official federal poverty line — nearly twice as high as the share of English-proficient persons (14%). Research suggests that English language proficiency has other important implications for children’s well-being in the United States.

Limited English language proficiency among both parents and children is associated with poor educational outcomes among children.

Poor English language skills are associated with limited access to health and mental health care and other social services where there are inadequate culturally and linguistically competent services.

English language proficiency among parents is an important economic asset that is associated with increased workforce participation, significantly higher earnings, and economic mobility, and thus contributes to the amount of family resources available to invest in children.

(Curtis Skinner, Vanessa R. Wight, Yumiko Aratani, Janice L. Cooper, and Kalyani Thampi. "English Language Proficiency, Family Economic Security, and Child Development." National Center for Children in Poverty, June 2010.)