MULTICULTURAL EDUCATION EVALUATION

california Elementary school i west Covina, California

By: Erica Lynn Beller

EDU 460

Dr. Saldana

November

4 2013

We live in a dynamic world of

multi-culturet multi.ethnicities and multi points of

view. California schools are each finding tJreir own ways to manage and flourish with the
ever-changing and ever-growing ethnic and cultural groups ofstudents being enrolled every year. The days of cookie cutter students and cookie cutter lessons are well behind us.
Each school is making an attempt to involve

multi-ethnic parents, reflect cultural diyersity

through teaching styles and teach students that diversity and individualism are the ways of
the future. The United States is a mix of cultures and ethnicities and we, as teachers need

to learn how to embrace each and every family and their story. California Elementary School in West Covin4 California is iust one ofthose many
schools on a mission to lead the packtowards that kind ofchange, I had the pleasure of
speaking

witl

their Principal, Mrs. Lori Wilds and one oftheir 6s grade teachers, Mrs.

Perez Their views and beliefs ofwhere the school is at the moment differ on many
occasions, but their ideas of where the school is headed are perfectly aligned. Statistically,

for t}le 2012-2013 school year California Elementary School, which is 3d grade tirough 6trt
grade, had 419 students enrolled (Ed-Data). Out ofthose 419 students, 74% were Hispanic

or Latino, 11(% wereAsian,

S0/6

were Black or African American,4% were Filipino, 3% were

white and 0.296 were Hawaiian or Pacific tslander (Ed-Data). Of that large group of multiethnic and multi-racial students,1096 were considered English Learners {Ed-Data). Ofthe English Leamers, 33 spoke Spanish, 3 spoke Cantonese, 2 spoke Vietnamese, L spoke

Filipino, 1 spoke Mandarin and 2 spoke other languages as their primary language (EdData). Most, if not all, of the students at California Elementary School were considered to
be

oflow socioeconomic status according to Mrs. Perez (Perez).

During my interview with Mrs. Wilds, the principal at California Elementary School,
we started offtalking about the school's policies and procedures revolving around

ethnicity, culture and gender diversity. She assured me that the policies and procedures that were currently in place gave opportunities to all students regardless

oftleir

race or

ethnicity (Wilds). According to Mrs. Mlds, her teachers are teaching to students' strengths
and interests and aligning them with what they need to learn according to t]le new

common core Standards [wilds). Aswe dove deeper into conversation she talked about

supportbeing provided in Spanish for EL studelts duringtesting

as needed as

well as

diverse perspectives of lessons being taught in each class on a weekly basis (Wilds). I

wondered what kind ofhelp the school could provide to the students whose primary
lanBuage wasn't Spanish. Though, according to the statistics, only nine students had a

primary language tiat wasn't Spanish, itwould certainly improve tleir educational
experience quite a bit. Mrs, witds spoke more about teaching styles and motivational systems reflecting diversity through taking a look at grades by ethnicity to see if there were groups of students that were being overlooked or

tlut

needed extra help [Wilds). We

started talking about multicultural staffdevelopment programs where Mrs. Wilds mentioned that the programs are less scheduled and more ofan as needed when looking
deeper at all the school's data revolved around certain cultural groups of students (Wilds). Overall, Mrs. Wilds seemed to be please with where
came to diversityand cultural acceptance.

tie

school was currentlyatwhen

it

My interview with Mrs. Perez, a 6s grade teacher at Califomia Elementary School,

proved to be a much larger insight into the workings at the school. We started off cha$ing
about the school's policies and procedures, which she says are only targeted to help EL

4
students. Further on in the interview she also mentioned that EL studelts and Special
Need students were the only targeted groups when it came to testing procedures used by

the school (Perez). She was veryadamant thatonly certain teachers were using

appropriate instructional materials based on ethnic and cultural diversity in t}le classroom (Perez). The conversation continued while she talked about the same teachers always

volunteeringto help with special groups and activities [Perez). Ifa majority ofteachers are
not involved, how is that showing students that the school is culturallyand ethnically responsible in their eyes? Besides the students, the teachers are also a mixed group of
backgrounds and etlnicities, but it was assured to me

tiat the school does not celebrate

any special cultural days or holidays (Perez), It seems as though they are almost treated as

non-existent rather than embraced and used as teaching moments.

Interviewing both an established principal

as

well as a fairly new 6s grade teacher

really opened by eyes to what is planned at a school like California Elementary versus what
is actually followed through

with on a regular basis. The school has notling but good

intentions when it comes to being racially sensitive and culturally diverse, but tlley are a
long way from making it a reality. The administration seems to look at the big picture and
see

cultural productivity and diversity, but the teachers are far from executing it to the

same level across the board. It seems as though there are teachers

tlat

are more inclusive

and have a good handle on multicultural curricula, while there are others

tiat

are

still

warming up to the idea, Through continued strong leadership and

a more established use

of staffdevelopment I hope that that school's can continue to make great strides toward teaching students about multi-cultures, multi-ethnicities and what each brings to the table.

Bibliography

Perez, Ciara. Elementary Teacher. November 1,2013.

Wildt Lori. Elementary School Principal. October 30,2013.

www.ed-data.k12.ca.us. Ed-Data, November 3, 2013.

EDUCATION 460
Diversity, Interaction and the Learning Process

A Diversity Evaluation Checklist Write-Up

Each student is to complete a Multicultural Education Evaluation Checklist using the school in which he/she is teaching or the school where the reading practicum is being completed or another school of choice. T\ryo nersons from the school are to be interviewed using the Multicultural Fducation Fvaluation Checklist. Interviews should include at least one teacher olcounselor and one administrator. Interviews should be referenced in the body ofthe paper. Include in the paper information from the school's educational data report http://www.ed-data.k12.ca.us/

The assignment should include:

1.

Completion ofA Multicultural Fducation Fvaluation Checklist (adapted from James Banks).

2.

A three page double-spaced paper assessing the overall evaluation ofthe school's multicultural education status. Several areas may be highlighted.

Please note:

Ifthe paper exceeds the limit it will be deducted one hallgrade point. A late paper will automatically
drop one half-gra.de point.

-1.{

Some helpfut pointers

foitiiis assigiment: $tctt166'

3 t. 'llhrlt,

lll Asirin E / ?,rroPor ffirri1. Mrnrl fl(vlr|fft i / Frrrt,r\i ;C'"A ( l(tltf)Q

t

7 h;prpp

or

Edino

Interview two school personnel: teacher, adminishator or

counselor.

) )
F

Get the perspective fiom both. Get the data from the school (ethnicity and socio economic level)

) )

tlr'tl-F, F Find out festivities celebrated at the school. CIiV'i

l2.ca.us Clrn(I&CII: Jl:c n: '! I \r',1 tr(l Observe what is posted in the classroom? are \( of f l,1r I 1p\ cP(r lrtK'lYl':<l ':urt h Observe what is posted in the ofllce? os Iv y1y15 yrritaoyti It lrefs ccn observe hidden curriculum
Ed Data sight

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wwu,.ed-clata.k

11,',J

al.S.St rci

\'\

"')OCii\ eN\ihril)ci)f

) )

Languages spoken at the school.

Inquire about testing procedures for English learners and students with disabilities. S, J:' rri-. i,iVJ SC ( JC. DType of assemblies the school has. eCC nC ll\rC. F Ask questions in a conversational format. -\lrtru S

t rr,1, 1, 'r,r,r r r,s

(12) 3 ) :1-r,t r,: I ' j Cdr rlr r( !r z Vii+rt?;rrrtle

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fi\'Pirrr' \ M<'r{iniln

Be sure to...

/ / /

Provide Information from Ed-Data website in your write up.

Include printed information from Ed-Data.

Include the diversity evaluation checklist with the report.

(;nday) . Vt'>.?tYl Z (UD

r2gm
School:

A Diversity rvaruation
Date,

ouestionnaire

TDI N

ll l tl

,rurll ,JA4 N LA'(

CRITERIA QUBSTIOITI

I\

l4

falL^ bdley
dlrfis IFL'

1.Ir whatways

does the school policy renec1 the ethnic, cultural,

and gerder dive6ity in U.S. socieqz

uel
2.

$rr-Mp
<tt"dr-ri
bardrr.,..

ln what ways is the total school culture (including rhe hidden

curriculum) multiethnicand multicultural?

,)a.rh{ +fA{Io,K +l.qJ

a,y,tl at#vrqbJ N1,.'1 ewry oitwv\r LrPc.leS

klp wi $eaa,l

ttutrl{i6

P^yh

Y{tdtfi Dhlt

f ar].\ira xrl. R nl Sa^- (tr^

3. In

what ways do the leaming styles favored by the school reflect the leaming sqles of the students?

io cdw\ (v.6n core sD rts M{ os.siructur.d t4d,wnr;n

Pitui rBar.

att
4. ln what ways does the school reflect and sanction the ranae of languages and dialects spokeo by the students and within the Iarger society?

yz6 niflbrunt sfyavks.

sp(rl4gh Ayd plupprnO rhtd-tt\Bt v'& ,vrue #a;llrrS *;l'c. sryf, . -w,^t Ni 11 et Srudsnt, Jtr.r
r'l4cstl.A

?v,ru1s
5- In

srnLwF.l.

what ways does the school involve parents from diverse ethoic and cultural gmups in school activities, proSmms, and

plannirs?

o,err'mri'le3 i elr \r'JoltsrhDF Lot< iNL-du IN\, Pdwn+ 41 Sc({ 'ttlJ asrxc,l Pr h h15s-.1n pa /h(iP7fhD^

bi{<rtt* +afinf

Xu)

6. In what ways does the counseling program of the school

reflect

the ethni divrsity in U.S. socieqZ

7. In what ways arc the testing procedures used by the school

muluorltural and ethnically fair?

eounstLins lN+eyns 6n (AmPus l wc r,r- w itF rnpS t 5s vs 7, . L- t a lot & TIJ <rds +ho1 noed dovrt 1vore a<ccs Mosfl ( o unczli t" Mos+ !'t a lhoush ned rbc {2,1,1r4\es r0 M lJt/t, !< fi.ruv \N):., aYz NM h.tti ''.,' & ^o er #i;v% sveilri ^,iY-i'l k+rrr /"r,.ttfs , bu^+ no+ kY

ii,els
lr
.

8. In what wa)E are insButlonal materials examined for ethnic,

cultural, and genderbiasT

Ihcot a"nzl J-istnc t d,or*, 6"1 '

celttuv, XAr*,eia P,
nD , ia\{ p61n

cal+u(e

+lutll Stud4r4-is
9.

ust awm?i.tL rY\arcials lc

otrt 'an d

ln what ways are currinila multiethnic and multicultural, and do they help students view evnts and situations from diverse perspedives and points of view?

I clr viea.,: -i-tma- w r"xx"r1i&*rL[ uo/n rg $

kall., UrL A C.l^amprun - slra fe
r4'rr) 6yj,l studrmh +o parficipa

I
It'\

10- In what ways do the teachinS styles and motivational sr5tems

in the school refled the ethnic and cultural diversiry ofthe student bod)4

*5:t flitfffi^.Iry',.rf:r ^dlrE.

1.

ln what ways are the attitudes, perceptions, beliefs, and behavior of the total stafl ethnically and raclally sensitive?

foY e+tMhE
12.I
whatvrays does the school have sJ,stematlc, comprehensive, mandatory, and cortinuing multicultural staff develophent

\^k 0fv\url+ra'k 6h SOA,l4tglaiut,loti SD r,d-.l E"t7fi,1s.1 fi'/. * X1 dtXrtr 'fuL thJ-ts Lrs4- c S q(
a.t

lov'ry-

ltqr

+ l"r'4 q]4 y'l e taiE Abo ,t y9, flft to s.lP?9rr: tt rr0^t EL :,ry1 *1, *hql ayc

\e

dpfi

ts'ls

uft

air'i9no sa,

13. In what

mys is tne school staff (admlnlsb?tive instrucrional, counselin& and supportjve) multiethnicand multicultural?

Voflah

&

uhn ru+re
1/1. In

bazW<rouutls ory,l

\r

what ways is the total aEnospher of the school posirively responsiye to.acial, ethnic, cultural, and language difierences?

Eve6t!r'5 \"e do Nyarz/'l to EL. Led,i/Cs ( W rr0'r, lS ollt- \^r trr 1+.u* $x .qY,f\.9t0-P insieart d

15. In r,yhat ways do school assemblies and holidays reflect the

ethnic and

eltural diversity in U.S. socieq,

qsttt So 'fund
r

\.ir-s Ehln {ir l.rl Se{s Don } dltz,i- vatc l.et,dldF in +Iu c.laS$ _ bn5, alio

16. ln what ways does the school lunch program reflect of edmic foods eaten in the U.S.?

fte range

tt: l.atltn,So rr d.arfn'i VjF*' (etby@rk\.

ftt-riaO * rt

17. ln what ways do the

bulletin boardr physical educatior proSranr music, and other displays and activities in the school reflect ethnic and cuttural diverslq,

-teiD avo.Lu Wtttd o]/t sfa ndora nai backqrswr4 ewd, utttuw'.

18.

What kinds of studnt orEanizations or clubs (academic, sports, tolerane, gaylstraiSht alliance, etc) are active in the school?

*r+

R( r,i"g- l-r ng exfra fur

B adapted rrcm ]ames Banlc, "Mulrierhtric Education and sctrool R.rorm", in Edtne.!, couts, & Meyer tE&J the 80\: CuoiculatChdllerya,Washington DC: Natioaal Sducatio! A5sociatiotr, 1981, pp.121-122. Copfig[t 1981, National

fthis.he.klirt

Associ.tion. Reprinted with pemissionl

E;""rrr,, FDI*S.^T] Educatio! ( r{t-l-\,

-fl"&r

Wrr ahov+ ttl,w hotZ.r{di b,.,+ }|.a5 d-'.n:} Vr n dtbftb cuy\.

/ fftv;r'P
schoor:
1. In 2.

V{ednesdori @ l0is4m A Diversitv Evaluation Ouestionnaire

,

frdlhnu,it. -- r-"r", rclrcli: *n

cRrrERrA ouEsrIdN

fiakiLv
Wtunips
+@;ls?and
ELL -

trl e*r ye"a,qrg, ZWaal do,t Tlt / uc4asx5

rnlW ali,trap
t

A-'b

e&Aot'1rlrf

what ways dos lhe school pollcy reflect the ethnic, cultural, and gender diversity in U.S. society?

oLVt@l

wrd,

rtb

?tlto

6lIittrrai @*vnrrres
ln what ways is the total school cllture (including the hidden

ofriculom) multiethnicandmultlcultural?

stoht 'aAA lanittet \y sLeolt cl{SRS Ao i.lrn+a6-e pye1a16

sil/I\

3. In what ways do the leaming

s9les favored by the school

refle.t the leaming styles of the students?

s,^F?bft looh*\.rl 1.1 t rrcls ( -7 tlIcI , kfuAr/) 1(!chtbr.* sludlnr ilrq{.fh S br6 da'h ih-te,xrlrn;s . ?^%zrrf, aliyu w*h .!l^al ilr3 neJ 6 sqyn
u.tl r rr. en6l'id\
YrFPov+

4. In

lrhat ways does the school renect and sancuon the range of languages and dialects spoken by the student! and within the
larger societ,,

'ult

5.

ln what ways does the school involve parents fi'om diverse ethnic and cultural Sroups in school activitiet programs, and planning?

bHl,! d Ll Lrt^it/.a?Ys 'UFDLKS d clvel Wrah, wctt,6' V.i- i na+ t, tlw ^'41 d6m-l.r wrr caJl t\i rt hr*, - 5pa4sh
L"/zltl
CfYt<Ve+\

tt^,WtaA1\ 'Lr' v.4o nrlr {VtU) u 8pa r,;sh t.anll itrrn ava itat[t spa.r,ivL

?n'

tzt
s

i^Vatr{e

fYfh) - exttud h,t.

63

6ll-th at cla$ fieea

6. Ifl what'^,ays does the counseling program

ofth school rflect

the ethnlc diversi9 in U.S. society?

04hn lc,lr-l

hourd"ia.t

ccV_"tffiAffi\"
7. In what ways are the tstin8 procedures used by th school

multicultural and ethnicaly fair?

anrt pol,l c+e I ir D{rcL t^. ^ *a4 nltuttr,s4v c.ll - txy ltt ELt -sumR is pnurir,l rx *lura tnryu
pwt<dtnlC.Wh.cn

-{ weA r: r&k,+1,/

hrab
tyi.at-_ 0

tb

8. In what ways are instructional materlals examined for ethnic,

cultural, and gender bias?

iiirca+ors
,a* s"|sn

Ashuci ttv t4v,l-, roa+f^L$ ax 'qi dt};eS 5irra'fu +.l'srL +c cr\LLV ill (v.lrLhak s

9- Itr

what wa,6 are curricula multiethnic and multicultural, and do they help students view events and situabons from diverse perspectives and points ofviw?

10. In what ways do the tachina sMes and motivational systems in the school refled the ethnic and cultural diversity of the

student body?

lprgut6t ai4s a,$d' fusk, tt) L*Pc WrifY^ . We IrOYA hdrF. our ^.t\ sJ-uCLin h and *lvi v t"r^iiiei. latl ' F ,) ?arf (+fu ut,icol,tiw ^ ell\ hA\ adtLo,l otuofilnlt 4 7li? lT;,;n';( tl-iil,.- t i,rJ . irk @- od qtallt* O! t'lh,tid*1 h fuf. )o otb 16
' uJod ayoo ,^R. dtt* ttok4 suyz. wt afdfi orrrJocfing
I

ccvev N\w\ a"llurd t unbrcld.td ia+a trsscns ir',

o"t

a+ dt-*a

11. ln what ways are the attitudes,

perceptiors beliefs, and behavior of the total staff ethnically and racially sensitive?

L+tdrn A be tq altun(\ thYc oF (lli S*u(trri7 . at fiLc.Csso A Ll&'; 51,t5 tlzlF{ 1,^r1" o
1

12. In what ways does the school have systematiq comprehersive, mandatory, and continuing multiflrltuml siafi development

programs?

Lrtapi.b dala tcr cL,l+ta ( ^+ (r.J,l 1c sfaff qrcYf^ - c64 Yts fute t'c7r,r n-t . nr neefud' Las,sq1,

13. In what ways is the school statr

(administrative instructional,

counseling, and supportive) multiethnic and multicnitural?

b?rFf ron
{$di-

rr&t

i4 cf z+hn ioj sM b^*c@

14. In what ways is the total atmosphere of the school

positively

responsive to racial, ethnic, cultural, and langua8e dife.ences?

+fu s+u'dr-nts;. gi;pi1= Trei c,."lhtrdtl y<?r,nSiL b . Cr

15. In what ways do school assemblies and holidays rellect the ethnic and cultural diveEity in U.S society?

.,p4 fwns,p4inc y ditultJtctsir d|.n, ciq an{ d rrtrsl lb : t+a fl

tlolrl,vn Nyfty'rnanrrt;u

ilu"nlll plvlYgs ila axqbur< {tuwtl7l 1oru4t

{ln1< oE 7ylarc fcd.

16. In what ways does the school lunch progmm reflect the range

of ethnic foods eaten in the U.S.?

fiaian
17.In what ways do the bulletin boards, physi.al education
program, music, and other displays and activities in the school reflect ethnic and cultuml diverslq,

t'J..t$tw\

Dul &Ld
Sh.c

bt Di:htcl )ffio.
l+urp,s .

tr wrl, ut
s.iudt

ri

Jr rangz g c)utdlztt y:k.y! wekgwwrts

u..t r

18.

What kinds of student organizadons or clubs [academic, sports, tolerance, gaylstraight alliance, etc.) a.e active in the

rt

Pqcag

Al.W

gsyt1;< r (Ua,/tx) 5a ontl -Rt pray'c S chLit At tQ ) tt_ ,

gg dr^b ' .''

/

lrhis .hecklist is adapted ft.m latues Banls, "Multiethnic Educatto! and S.hool Reform", ln Edlng.r, couts, & Meyer tEds.] t'du.ahbn rn he a0'* CutlNldr ChollengNs, Washiryton D: Natioml Education Association, 19S1, pp, 121.122. opiaBnt 1981, National Education
AssociatioEReprirtedwatlDemisston.l

s'l *a't*tL4<

f,an,,.a O

- lL

s+h&rrfs
im,ld(lc-al
c\

4ti

[f,

(hanu h 4sL tr(st]ms oblLr;\by< ltt vrrn ,U C)n,".-o-

fzrr. Clvn . (t 6@*-) iY,l o At irude cIOSJ

Pdfile of s.hool - students T.b ior Callfornia Elemnrary Sch@l

School Reports
Use

the pull down menus to fiod a wealth of demographic and

(g
County

Sclcct Rcport
Yeaa
2012-13

Dictrict
school
California Elemntary

General Information

Students

Staffino

School Profile

FISCAL YEAR: 2012-'13

C.lifornl. ElemcntEry School

This page includes: I . Fns isr- Led, 'le,s +153q++9S_ _ | . stuoents oy west covrna, cA e17e0_48s6 I R-;e/Ethn;iry .IilIIlli--o,,.n ."u.n". Phone (626) 939-4800 .Specral Proora'rs SLuoerLs CDS: 19 i65O'94 - G023410 I Ouestions about the data? I Related links:
I

AYP/API Reports

Compare Schools

Definitions

Thrs

ste reports data fo. california s K-12

pub ic school system oniy.

After steadlly increaslng for more than 15 years, enrollment in California schools is leveling off and even declining in some areas.
The percentage of Hispanic students contlnues to grow whlle the percentages of African-American and white students have declined. Remaining fairly constant ls the percentage of students ofAslan, Pacific Islander, and Philippine descent.

htrp://rw.d-dara.tl2.ca.us/_l.yours/EdDat.Cl.rslc/profile,asp7Tab. nnunb.r-16&(ounry-19&drsrrrct-65094&<hool-60214r0*.nsirshl..rn.rs P.s.1of6

Prenl. .d *h@l - 3tud.rrs Tab fq C.lrfornt. ELmnury s.h@l

Students by Race/Ethnicity California Elementary School, 2012-13 Sanool Ditlct

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Not.! Calhoml. Element rys

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P]lgtstLuder
detinitions

29.

SludcltlbtlBa:elElhlr&iu
Pootrends

soorcd

calafomia Dpartment of Erdu.ation,

ftuc6uonal D.morhphica Omc (CBEDS, enr12 4tost2013)

http, /lmw..d-d.rr.r12.o-!./-l.ydr3/EdD.taclas!lclprelll.,-p7T.b.,,nnumh.r-

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Pronh of <hool

3tudcnt3

lab ior C.llfornra Elm.nr.ry S.h@l

Special Programs California Elementary School, 2012-13 SD.cLl P.os..mr d.t gcrdins.
Noti To prote.t pdv.c1, data ls not
Eportd
60r

srhools rvith s or

Numerous special programs serve students who meet certaln criteria. Assistanc is provided in different ways, such as a hot meal durinq the school day or extrd lnstructlonal tlme. Partlcipation may vary from year to year depending on student enrollment, Speclal Educatlon ls another spedallzed program that serves the unlque needs of students with disabilities. For data and information about Speclal Educatlon, vlslt Dataoues! and the CDE Soecial Education Division.

r-rr

rtE

>

ftwer students.

spceialPrggransidiolielg
Pootrends

Sour.G D.ta Reportlng Offk ,

CILPADS/CBEDS/CDS

Ooeratlons Olfi ce

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Pag :l of

Prefi|. of *hool - srudcntt Tah for C.liforni. El.ment ry SctEol

English Learners California Elementary School, 2012-13

About a quarter of Callfornla's publlc school students need to learn English in order to succeed ln school. The percentages are hlghest in the early grades--about 38o/o of kindergartners were Engllsh leamers ln 2011-12. Students are ldentlfled as English learneE until thy achieve dlstrid-specifled scores on state achievement tests and meet other academic criterla. At that polnt, the dlstrict labels the student as RFEP. The FEP category includes both RFEP students and students whose prlmary language ls not Engllsh but who scored hlgh enough on a state test of Engllsh proflclency to be considered'inltially fluent English proficlent' (IFEP).

angll.h

L.mrr (Er!)
104 24.e%

Proflcl.nt (FEP) Flu.nt-Engli.htrotrcicnt (iFEP) Slnca

63.29.

l[> EL student definttions 't"tnt ,oo*."n," I

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aourc! cnlifomia Deprrtment of Education, oat8 Reporting Ofrle (Lansuase ceosus. elschl3 7/09/2013)

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r.hool - stud.rts Tab for C.lliornra El.m.nrary S.hool

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About 85.)6 of the English leamers speak Spanish. A grade-by-grade llst of over 55 languages (plus 'other non-English") reported in California schools ls at DataOuest.

Languages of English Learner Students California Elementary School, 2012-1 3

sPln16

33
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rlliplno (Plllplrco.

o,a'%

Xnrd.rl. (Putoncnur)

I
2 0,5%
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sorrc.! califomi. oep.rtment ot Educatron, Dat. Report{.g Otrle (lansuaqe .ensus, ebrhl? 7lO9/2O13)

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