Multilingual students are a vibrant and enriching part of our school communities. In Utah, 59,147 students in the K-12 system are Multilingual Learners (ML), also known as English Language Learners or English Learners. They bring diverse backgrounds and perspectives that enhance the educational experience for all students. 

This summer, Voices for Utah Children and the Center for Economic Opportunity and Belonging have been raising awareness of ML students and the richness their backgrounds bring. On June 18th, we co-organized a Lunch and Learn event, Promising Practices and Resources to Welcome Newcomers to Schools. 

We welcomed Dr. Christelle Estrada, Ph.D (right photo), who presented data, promising practices, and resources for Multilingual Learners. Dr. Estada is the Education Specialist with the Title III, Refugee & Immigration Program at the Utah State Board of Education. Additionally, Wendy Cervantes (center photo) from the Center for Law and Social Policy joined virtually giving information regarding the federal context on K-12 multilingual and undocumented students, highlighting concerns about the potential resurgence of issues related to Plyler v. Doe in the coming year.

We know much has been debated about immigrant students, and questions have been raised about how resource allocation affects non-ML students. As an organization, we stand by ensuring all children have the opportunity to obtain an education in our state regardless of where they were born or their immigration status. Our state leaders now have a critical opportunity to provide additional support to help our school districts meet the diverse needs of these students.

History of Education for Immigrant Students

Under the 1982 Plyler v. Doe ruling, all foreign-born children, including undocumented ones, have the right to a public K-12 education. Schools are legally obligated to identify multilingual learners and provide necessary language assistance services. This ruling also ensures that parents are informed about enrollment into ML programs and that school policies are in a language they understand. Unfortunately, there are continued efforts to challenge or undermine this ruling, which would be detrimental to immigrant students and their families living in our state. 

Impact and Importance of Multilingual Learners

Educating all children, including newcomers, has proven to be beneficial to the United States as a whole. Historically, multilingual learners are newcomers/immigrants. Research indicates that newcomer students positively impact native-born students, improving their educational outcomes.  

The long-term benefits of educating Multilingual Learners are evident in the achievements of previous generations who have accessed public education and subsequently joined the workforce, such as Deferred Action for Childhood Arrivals (DACA) recipients. [2]  A June 2024 report by The Center for American Progress highlights some of the significant benefits the DACA program has had in our country. The report reveals that nearly 23% of DACA recipients have pursued higher education, and approximately 343,000 served as essential workers during the COVID-19 pandemic. Immigrants, including those undocumented, make substantial contributions to the U.S. economy, paying $524.7 billion in total taxes in 2021. 

According to a report by The Century Foundation, the presence of immigrant students fosters diverse learning environments, which benefit all students by enhancing skills such as creative problem-solving and critical thinking. Denying education to any child, regardless of immigration status, could have long-term detrimental effects on society, emphasizing the importance of inclusive educational policies.

Why Are We Talking About ML Students Now?

In Utah, the ML student population has seen consistent growth. According to the Utah State Board of Education, the number of refugee students increased from 3,866 in the 2022-23 school year to 4,473 in the 2023-24 school year. Similarly, refugee students learning English rose from 3,157 to 3,555 during the same period. The immigrant student group saw an increase from 17,668 to 18,210, with those learning English growing from 13,491 to 14,233. Overall, the total number of students learning English slightly adjusted from 59,176 to 59,147 between the two school years​. This data shows that ML students continue to be a small percentage of the overall student population.

Who Are Utah’s ML Students?

The ML population in Utah is diverse, including refugees, immigrants, US-born citizens, and other students learning English. These students come to the U.S. for various reasons and hold different immigration statuses. [1] The following definitions come from the Utah State Board of Education and play a role in ML funding opportunities.

• I-94 Arrival-Departure Record Form holders
• I-551 Permanent Resident Record holders
• Immigration Court Letter recipients, also identified as refugee or asylum seekers

ML students are typically aged between 3 and 21, born outside the U.S., and have not attended one or more schools in any state for more than three full academic years. These students are categorized based on their engagement with English Learner services at their school as:

• Y: Receiving English Learner services
• 0: Qualified for services, but family refused
• Fluent: Achieved English fluency and no longer need services

Funding for ML Students

Funding for multilingual (ML) students' education is multifaceted. Schools receive each student’s Weighted Pupil Unit (WPU) and Supplemental Federal Title III Funds. Additionally, some school districts have utilized alternative funding sources to address the needs of students beyond the classroom, particularly in response to significant increases in newcomer students. This funding is designated specifically for English learners and does not detract from the resources available to non-English learner students.

Addressing Misconceptions

During the most recent Education Interim Committee meeting, concerns were raised about resource allocation and its impact on non-ML students. However, based on available funding data, these concerns appear unfounded. Some elected officials claimed that ML students were diverting resources from non-ML students and that Utah schools were overwhelmed by the influx of ML students, leading to insufficient resources and funding. Some suggested that revoking children's right to a public education could resolve these issues. However, it is imperative to uphold access to a public K-12 education as a constitutional right (Plyler v. Doe). While we acknowledge that certain districts have been more affected than others, establishing collaborative groups to discuss and implement promising practices will offer school districts the opportunity to ensure they receive the necessary support.

It is essential for committee officials to engage in discussions with school district leaders to better understand the funding structure for EL programs and raise more awareness. Additionally, it's important to allocate time and resources to constructive conversations on how to ensure that every student has access to a quality education.

Long-term Recommendations for Supporting ML Students

Changes in demographics bring both opportunities and challenges. Utah has the potential to lead by supporting innovative solutions and promising practices led by districts like Canyons, Granite, and Wasatch. Key recommendations include:

• Strengthening learning cohorts and investing in promising models.
• Developing structural changes to expand teacher and school personnel knowledge.
• Investing in professional development for teachers, including curriculum planning, training, and ML endorsement funding
• Increasing classroom support with additional teacher aides.
• Facilitating regular meetings for district officials to share promising practices with those district officials.

Success Stories and Partnerships

Several success stories from schools in Utah were highlighted during the Education Interim Committee, displaying the positive impact of community and educational partnerships:

• Herriman High School: Partnered with Herriman City, Salt Lake Community College, and Deloitte Accounting to support ML students. These collaborations help students integrate, succeed, and feel proud to be part of the U.S. educational system.
• Granite School District: Implemented the Grant Tumaini Process, which supports newcomers and refugees with immediate school immersion, family support, and home visits with interpreters.

Call to Action

Utah's commitment to supporting ML students is critical in fostering an inclusive and enriching educational environment for all children in the state. By investing in these students, we invest in the future of our entire community. These solutions will require continued collaboration, trust, and determination to support all students in our schools, regardless of their birthplace. Upholding access to public K-12 education as a constitutional right is crucial.

When done right, we know Utah schools can be where all immigrant, refugee, and ML students feel supported in their educational journey. We encourage community members to stay engaged with Voices for Utah Children as the interim discussions progress in Utah.

We also invite you to listen in on the Education Interim Committee meetings and help hold them accountable for the educational rights of all of our children. At the end of the interim period, the committee will propose legislation that could either support or harm our ML students, making it crucial for all of us to remain engaged.

For questions, please email . 

Footnotes

1. It is important to recognize that while refugees are immigrants, not all immigrants are refugees. The term Immigrant includes refugees, asylum seekers, international students, and more.
2. Historically, many DACA recipients have been beneficiaries of the ML programs at their schools.

Utah’s family demographics have changed. 53% of Utah families have all available parents in the workforce, making child care a necessity. These days, most Utah families need two incomes to maintain financial stability. But Utah’s licensed child care system struggles to meet the demand. Licensed child care program capacity is only sufficient to serve about 36% of all children under six whose parents are working.

To provide a comprehensive picture of Utah's current child care crisis, this report produced by Voices for Utah Children examines the availability of licensed child care across the state, and in each individual county. By conducting a detailed analysis of both the demand and supply of child care services, the report aims to provide policymakers and the public with a clear understanding of the urgent need for child care reform.

Download a copy of the report here.

County-Level Data

Statewide Data

Takeaways

There is insufficient licensed child care in Utah to meet the needs of working families.

There are more than 154,000 children under the age of six living in Utah with all available parents in the workforce. But, there are only 54,804 licensed child care spots in 1,367 programs statewide. Licensed child care program capacity is only sufficient to serve about 36% of all children under six whose parents are working. That means the working families of nearly two-thirds of Utah’s youngest children must rely on alternate arrangements (such as utilizing family members, hiring or sharing a nanny, alternating parent work schedules, using unlicensed child care providers, or some combination of these).

The high cost of child care makes it even less accessible to low- and middle-income families, and rural families struggle most.

Affordability remains a significant hurdle with child care costs often consuming a substantial portion of a family’s income. The U.S. Department of Health and Human Services defines affordable child care as care that costs no more than 7% of a family's income. In Utah, the average annual cost of care for two children under the age of six (one infant, one preschool-aged child is $16,890, taking up about 17% of family’s income. For a family in rural Grand County, the cost of that care is actually higher at $17,339, consuming 41% of their income. The lack of dramatic differences in child care prices from county to county is an illustration of how little flexibility providers have to reduce tuition costs for parents, even in areas of the state where family incomes clearly can’t keep up.

Licensed child care is insufficient in every county in Utah, though the level of unmet need varies from place to place.

Summit County emerges as the county with the highest percentage of child care need met (54%), followed by Carbon, (48%) Sevier (45%), Grand (45%), Salt Lake (45%), and Iron Counties (41%). All other counties have less than 40% of child care need met with licensed program capacity, and multiple rural counties (Daggett, Piute, Rich, and Wayne) have no licensed child care available at all.

With substantial public investment, Utah’s child care system has grown 31% since the start of the COVID pandemic.

Through various federal funding streams, nearly $600 million has worked to grow Utah’s child care capacity from approximately 42,000 licensed slots in March 2020 to over 54,000 in August 2023. In contrast to many other states, Utah has managed to increase its licensed child care capacity - despite substantial pandemic disruptions - through stabilization grants paid directly to existing providers for wage supplementation, startup support for new programs, and a one-time worker bonus of $2,000 per child care professional. These financial investments both expanded the enrollment capacities of existing programs as well as recruited new providers into the sector. However, with the ending of this funding in October 2023, Utah risks jeopardizing this incredible progress.

Recommendations

1. Commit to Public Investment in Child Care

Utah’s child care crisis requires public investment. Funding is needed to bridge the gap between what families can afford and the true cost of care. While businesses can contribute, their capacity to address this crisis is limited. There is no sufficient source of investment to address child care’s market failure aside from public funding. Child care should be valued in the same ways as the public education system, ensuring equal access and opportunities for all children. Currently, the burden of expensive early education falls largely on Utah families, with minimal public support, even though most brain development occurs before age six.

2. Help Parents Afford the Care They Want

Utah’s current child care system doesn’t promote parent choice. Child care affordability and accessibility severely limit family choice when it comes to child care, forcing decisions based on cost or access, rather than preference. This also impacts family planning and career choices. Parents are forced to make difficult choices, such as changing jobs, adjusting school and work schedules, or choosing suboptimal child care situations. To address these issues, policymakers should consider improving the child care subsidy program, expanding the child tax credit, and finding ways to help alleviate the financial burden on Utah families.

3. Support the Critical Work of Child Care Professionals

Child care professionals face significant financial challenges. Low wages and a lack of benefits, including healthcare and retirement, have made the profession unsustainable, leading to high rates of turnover each year. Since Utah’s current child care system only meets 36% of the state's need, Utah must invest in the early child care profession to attract and retain a robust workforce. To support child care providers, policymakers should consider measures including state funding of Child Care Stabilization Grants, wage supplement programs, eliminating barriers to licensure, and increasing access to employment benefits.

For questions or inquiries regarding this report, please contact Voices staff members: 

• Anna Thomas,
• Jenna Williams,  

We know that Utah’s child care crisis is bad, and is going to get worse. New data helps illustrate exactly how bad the situation is, in each county across the state. 

Next week Voices for Utah Children will release a report titled, “Mapping Care for Kids: A County-Level Look at Utah’s Crisis in Licensed Child Care.” The report includes more detailed county-level analysis and data highlighting the inaccessibility of care and financial challenges faced by families and child care professionals. In addition, the report includes policy recommendations for Utah leaders to help resolve this crisis. 

The full report will be available the week of October 23rd, but as a teaser, this blog highlights some key findings from the report.

There is insufficient licensed child care in Utah to meet the needs of working families.

Licensed child care program capacity is only sufficient to serve about 36% of all children under six whose parents are working. Parents face shortages in every county statewide, with rural families struggling most.

The high cost of child care makes it even less accessible to low- and middle-income families, and rural families struggle most.

The average annual cost of care for two children under the age of six (one infant/toddler, one preschool-aged child) for a Utah family costs about 17% of a 4-person family’s income. Cost varies little between rural and urban counties, but on average household median incomes are lower in rural areas. In Grand County, with the state’s lowest median annual income at $42,654, the cost of care for a family of four would comprise about 41% of a family’s income.

Child care providers receive insufficient compensation, and have few incentives to stay in the field.

Child care providers typically earn low wages and very limited benefits. The median hourly wage for child care professionals in Utah is just $12.87 per hour ($26,770/year), less than they could make as professional dog walkers. The poverty rate among child care providers in Utah is 23.1%, more than 8 times higher than that of K-8 teachers. 

With substantial public investment, Utah’s licensed child care capacity has grown significantly since the start of the COVID-19 pandemic.

Thanks to federal funding streams totaling nearly $600 million, licensed child care capacity in Utah has grown by approximately 31% since March 2020. This growth is due primarily to child care stabilization grants made directly to licensed child care providers; those grants recently were reduced by 75%. Utah has been identified as one of six states that could see half or more of all licensed child care programs statewide close with the end of the stabilization grants.

Licensed child care is insufficient in every county in Utah, though the level of unmet need varies from place to place.

How does child care access and affordability compare in each county?

Our full report, “Mapping Care for Kids: A County-Level Look at Utah’s Crisis in Licensed Child Care” will be released the week of October 23rd. For questions about the report, this blog, or sources and methodology, please contact Jenna Williams at . For more information on efforts to improve Utah’s child care system or learn about the child care advocacy network, visit utahchildren.org/issues/early-childhood-education and utahcareforkids.org.