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The language concentration of LEP students has no discernable effect on the achievement of non-LEP students.
A ten percent increase in the language concentration of LEP students (i.e., change of 0.1) is associated with a trivial decrease in mathematics achievement of 0.0005 standard deviations.
Having more LEP students speaking the same language is beneficial for reading achievement and harmful for mathematics achievement among LEP students, but the overall language concentration of LEP students is weakly, if at all, related with LEP students' achievement in reading or mathematics.
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One measure is the Herfindahl index of language concentration.
The Herfindahl index, which captures the language concentration generally without taking into consideration whether that language concentration is in the student's mother tongue, has little discernable effect with the test scores of LEP students.
That speech, which Mr. Obama referred to repeatedly, touched on many of the same themes — often in similar language — like concentration of wealth and the need for government to ensure a level playing field.
Thus, we find little evidence that the general language diversity (or concentration) of LEP students has any effect on the achievement of LEP students.
The analysis shows a continued concentration of language degrees at top universities.
This is borne out by recent figures from the University and College Union showing a concentration of language degrees in the older universities.
Normally a modeling language describes an initial concentration of entities after which all changes are driven by the simulation of reactions.
I suppose my background as a poet helps as well, just in terms of the concentration of the language.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com