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The National K-16
Foreign Language
Enrollment Survey
Report
MARCH 2017
A comprehensive study
of foreign/world language enrollments across the formalU.S. education system, K-16.
This report is sponsored by The Language Flagship at the Defense Language and National Security Education O ce
(DLNSEO) and conducted by American Councils for International Educatio n in collaboration with the American Councilon the Teaching of Foreign Languages (ACTFL), the Center for Applied Linguistics (CAL), and the Modern Language
Association (MLA).
The Institute of International Education (IIE) administered the DLNSEO grant in cooperation with Bryn Mawr College. The survey data and report do not necessarily re?ect the position or policy of IIE or the Government; and no oficialIIE or Government endorsement should be inferred.
Table of Contents
Description
Background
History
Current Setting
Stipulations
Foreign Language Enrollment
K-12 Foreign Languages Ofiered by States
High School Foreign Language Programs by State
Distribution of High School Programs by State
Distribution of High School Programs
Anticipated Change in High School Foreign Language Programs Distribution of Less Commonly Taught Languages (LCTLs) Schools by State What Informs U.S. High Schools' Decisions on Ofiering Foreign Languages? The Emergence and Growth of the Virtual High SchoolPrimary Language Education (K-8)
Implications
Discussion
Recommendations
Rationale
Feasibility
Relevance to Flagship Recruitment and Programming
Appendix 1: Outreach Campaign
Appendix 2: Methodology
Challenges
Limitations of the K-8 Survey
Foreign Languages High School Questionnaire
Foreign Languages State Questionnaire
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4 The National K-16 Foreign Language Enrollment Survey Report
Description
The current study is the result of a partnership among the following organizations: American Councils for International
Education (AC); American Council on the Teaching of Foreign Languages (ACTFL); Center for Applied Linguistics (CAL);
Modern Language Association (MLA); and in collaboration with the National Coun cils for State Supervisors for ForeignLanguages (NCSSFL).
Each organization had a specific role to play: AC coordinated the e?ort and drafted the final report; ACTFL promulgated
the study among its thousands of member language teachers and administrators; CAL conducted the K-8 portion of the
study; MLA made their data on language enrollments in higher education available for incorporation into the study; and
NCSSFL assisted in the compilation of the 9-12 data. Accordingly, this e?ort constitutes the first comprehensive study of
foreign/world language enrollments across the formal U.S. education system, K-16.The study was commissioned by the DLNSEO through its agent the Institute of International Education (IIE). One of its
purposes was to provide insight into strategic planning for the Flagship Language Program of the National Security
Education Program named for former Senator David Boren.Background
Education in foreign languages in the U.S., particularly at the K-12 level, continues to experience dynamic changes in
terms of numbers and locations of programs and program designs. A number of states are involved in major e?orts
to support o?erings of K-12 language education while locally, decisions are being taken to eliminate or consolidate
programs in specific languages.Recent evidence points to a renewed interest in language immersion, particularly dual language immersion, as a way to
more e?ectively incorporate second language learning into the curriculum for native and non-native speakers of English.
It is therefore important to map and document such developments at the K-12 level on a timely basis in order to ensure
that stakeholders, managers, and policy makers at all levels of the educational system remain well informed about t
he need for second language learning and are fully empowered to address issues that may arise.History
The absence of comprehensive enrollment data on foreign language education in the U.S. seriously impedes systematic
assessment of U.S. national capacity in languages and the development of e?ective po licies and essential planningfor the internationalization of U.S. education more generally. Periodic enrollment studies, particularly those undertaken
since the 1960s by the Modern Language Association (MLA), provide a representative view of language e
nrollments in higher education. But the lack of consistent parallel e?orts at the K-12 level seriously complicates the analysis of local or national trends, particularly at a time of significant demographic shi fts in the U.S. population and a resurgence of interest in foreign language instruction in many school districts around the country.Current Setting
The release of the findings of the present study coincides with the work of the American Academy of Arts and Sciences'
(AAAS) Commission on Languages in the United States, which was established in 2015 at the request of a bipartisan
Congressional mandate to investigate the state of foreign language study in the U.S.The Commission is developing a set of high-level public recommendations in response to that charge, which are will be
available for broad public discussion in early 2017. Therefore, the timing of the American Councils/DLNSEO National K-16
Foreign Language Enrollment Survey will have an impact on the Commission's report, as well as across the educational
and government communities concerned with language and cultural education.Given the change in administrations, American Councils, together with our several partner organizations in the
implementation of this project, will make the findings of this study available to the new administration, and,
more broadly,5The National K-16 Foreign Language Enrollment Survey Report
take steps to disseminate its findings at the federal, state, and professional association levels to ensure that educational
policy makers within and beyond Washington are aware of its findings.Stipulations
The current study is limited to an analysis of foreign/world language enrollments in the formal education system (K-16).
Limits of time and resources have made it impossible to survey existing networks of heritage, community-based, after-
school and weekend-and summer school programs, which provide significant amounts of t raining and cultural educationfor languages such as Arabic, Chinese (Mandarin and Cantonese), Korean, and Russian. Well-established summer
intensive language programs and language camps, such as Concordia Summer Language Camp, National Security
Language Initiative for Youth (NSLI-Y), STARTALK, and teacher-led school programs and exchanges have also not been
included in the present study, although the aggregate numbers of U.S. school-level participants in the above studies is
most certainly relevant to any assessment of overall U.S. language training activity.Foreign Language Enrollment
As reported by states, foreign language enrollments account for approximately 20% of the total school age population.
A total of 11 states have foreign language graduation requirements; 20 states do not have foreign language graduation
requirements; and 19 states have graduation requirements that may be fulfilled by a number of subjects - one of which is
foreign languages.In addition to graduation requirements, other aspects of state level education policy - as well as a portion of English
language learners and dual language immersion program enrollments - impact the overall number of language learners
at the state level. StateK-12 populationK-12 Foreign Language EnrollmentPercent of K-12 Population Enrolled
in Foreign Language ClassesAlabama**821,691143,06917.41%
Alaska**134,31522,18716.52%
Arizona**1,180,836107,1679.08%
Arkansas507,06046,0959.09%
California6,806,050946,77913.91%
Colorado**896,918110,99512.38%
Connecticut**614,313173,58028.26%
Delaware149,10848,21832.34%
District of Columbia72,93734,40847.17%
Florida2,981,349622,45120.88%
Georgia1,832,631407,32322.23%
Hawaii**216,04440,19818.61%
Idaho**308,29037,58412.19%
Illinois2,258,315294,68613.05%
Indiana1,165,262228,05919.57%
Iowa524,77579,94415.23%
Kansas520,58379,47715.27%
Kentucky**741,77683,09811.20%
Louisiana806,125106,98713.27%
Maine**201,40838,28019.01%
Maryland976,670344,07235.23%
Massachusetts1,048,398277,04826.43%
Michigan**1,708,384384,44222.50%
Minnesota928,080188,01820.26%
Mississippi**544,49872,52713.32%
6 The National K-16 Foreign Language Enrollment Survey ReportThe table below shows enrollments for major languages. Based on data submitted by states, and the state in which high
schools reported o?ering a foreign language, we can conclude that almost all states o?er Chinese, French, German,
Latin, and Spanish (n=48).
Missouri1,021,563158,11115.48%
Montana**160,42316,22110.11%
Nebraska331,73258,83217.73%
Nevada**483,46659,00312.20%
New Hampshire**210,63157,85527.47%
New Jersey1,508,220771,83251.18%
New Mexico**373,14931,7328.50%
New York3,153,513857,95827.21%
North Carolina1,668,877328,91819.71%
North Dakota**108,16323,66821.88%
Ohio1,973,655357,47418.11%
Oklahoma675,11682,09612.16%
Oregon**624,38667,64010.83%
Pennsylvania2,014,442401,69319.94%
Rhode Island160,46636,02322.45%
South Carolina801,798166,28220.74%
South Dakota**145,87827,17218.63%
Tennessee**1,087,679240,10922.08%
Texas5,080,783960,91118.91%
Utah**622,449131,11821.06%
Vermont94,63233,15335.03%
Virginia1,358,037272,04120.03%
Washington**1,144,380168,31614.71%
West Virginia279,20436,38013.03%
Wisconsin985,362357,57536.29%
Wyoming**97,15019,47720.05%
Total54,110,97010,638,28219.66%
Alaska2*314*373*2270*89*126*6*15*14767*
Arkansas13*523*866513719437286537693
Delaware5716491698532598724739047*36368
District of
Columbia
5614*1888420416*42*8911612*26728
Iowa611347*568707239735312124467351
Kansas402*198816009075242722711824362919
Louisiana94*867*761230134531491687880916
** Foreign Language Enrollment are estimated7The National K-16 Foreign Language Enrollment Survey Report
Nebraska47*751*38165343999984934247285
New Hamp-
shire33*294*744*7028*2832*151*1665*44*24207*
New Jersey391*36889491612691077182611823711*312642New Mexico290*657*1861*4554*227*559*266*33*43342*
New York10157387257519975472994328222133488624742
North Carolina41676811585379215815135312897718257180 North Dakota53*534*481*2497*2046*145*204*21*14655*Rhode Island7*33355399767638445*24872
South Carolina385*922*1991218254406634*2872151*135188 South Dakota157*516*681*3202*3289*220*613*24*18577*Vermont76*1031773208877114005212306
West Virginia25*23932148966409139579*29798
K- 12 Foreign Languages O ered by States
Table 1. below shows the languages o?ered in each state and the District of Columbia. Spanish is by far the most widely
taught language; in all 50 states and Washington, D.C.Table 1.
K- 12 Foreign Languages Ofiered by States (as reported) gueseRussianSpanish
Alabama1111111111
Alaska 1111111
Arizona111111111
Arkansas1111111
California11111111111
Colorado111
Connecti-
cut11111111111
DC1111111
Delaware111111111
Florida11111111111
Georgia11111111111
Hawaii1111111
Idaho111111111
Illinois111121111
** Foreign language enrollments are estimated 8 The National K-16 Foreign Language Enrollment Survey ReportIndiana11111111111
Iowa11111111
Kansas111111111
Kentucky1111111
Louisiana11111111
Maine11111111111
Maryland11111111111
Massa-
chusetts11111111111
Michigan1111
Minne-
sota1111111211
Missis-
sippi111111
Missouri11111111
Montana111111
Nebraska1111111
Nevada11111
New Hamp- shire11111111
NewJersey
1111111111
NewMexico
1111111
New York11111111
NorthCarolina
1111111111
NorthDakota
1111111
Ohio1111111111
Oklahoma111111111
Oregon1111111111
Pennsyl-
vania1111111111
RhodeIsland
11111111
SouthCarolina
111111
SouthDakota
11111Tennes-
see 1111Texas111111111111
Utah111111111
Vermont1111111111
Virginia11111111111
WestVirginia
1111111
Washing-
ton1111111111
Wisconsin111111111111
Wyoming111111
Total 2940485148214210482113351
9The National K-16 Foreign Language Enrollment Survey Report
High School Foreign Language Programs by State
Table 2. below shows the number of high schools that o?ered foreign languages in each state and the District of
Columbia. Spanish is by far the most widely taught language in all 50 states and Washington, D.C.