More than 21.4% of Fremont High School students — 351 in total — are classified as English Learners (EL), many of whom require accommodations guaranteed by state and federal law. Nebraska law is clear: education must be accessible to all students, regardless of language background.
Fremont Public Schools follows Nebraska Rule 15, which ensures students with limited English proficiency have equal access to educational opportunities. Compared to other districts statewide, Fremont serves a significantly higher percentage of EL students — 30.6% compared to the state average of 9% during the 2023–2024 school year.
“Rule 15 is important to Nebraska’s students, specifically those with limited English proficiency, because it promotes consistency across the state, ensures equity, and guards against discrimination, bias and educational neglect,” said Desiree Hayden-Parra, a Fremont High School guidance counselor and former English language learner and Spanish teacher. “It does this through screening, uniform identification and exit criteria for services, protections against misidentification and consistent standards across all districts.”
Under Rule 15 and federal civil rights law, English Learners have the same right as other students to participate in state-required academic content and English proficiency assessments. To ensure fair evaluation, schools are required to provide linguistic accommodations during testing and offer instructional programs that support both language development and academic achievement.
These programs may include English as a Second Language (ESL), sheltered instruction or similar models designed to help students learn English while also mastering core subjects such as math and science. Teachers working with EL students are required to have appropriate endorsements or qualifications to ensure instruction is accessible and effective.
One challenge that can arise alongside the need for accommodations is discrimination. Nebraska Revised Statute Section 20-168 addresses this issue, stating that individuals who experience discrimination may file a civil action in the district court where the discrimination occurred. Remedies granted under this statute are intended to supplement, not limit, other protections provided by law.
Federal and state civil rights laws prohibit schools from denying educational services or equal opportunities based on a student’s native language or limited English proficiency. Discrimination based on national origin — which includes language — is explicitly prohibited.
When a student enrolls in the district, whether entering kindergarten or transferring from another school, families typically complete a Home Language Survey. If a language other than English is identified, the school is required to administer an English language proficiency assessment.
Based on assessment results, Fremont provides EL support at varying levels, including Newcomer, Beginning, Emerging, Nearly Proficient and Proficient. These classifications are determined by the ELPA21 assessment administered each spring and help ensure students receive services appropriate to their proficiency level.
“Rule 15 is important because it ensures that students identified as multilingual learners are provided proper and necessary access to curriculum, instruction and assessment,” Allie Graham, a district instructional facilitator, said. “It gives schools guidance on best practices and outlines what services must be implemented to ensure equitable access and programming for all students, regardless of their language of origin.”
The ultimate goal of Fremont’s EL program is for students to achieve full English proficiency. Once students meet exit criteria, they no longer require EL status and can participate fully in general education courses without EL-specific accommodations.
As the district continues to grow, so does its responsibility to meet the needs of every learner. Fremont’s adherence to Rule 15 demonstrates how local schools are required to uphold both the intent and the legal requirements of equitable education.
