The nonpartisan Urban Institute publishes studies, reports, and books on timely topics worthy of public consideration. The views expressed are those of the authors and should not be attributed to the Urban Institute, its trustees, or its funders.
This presentation sets the demographic context of the implementation of the No Child Left Behind Act of 2001. We seek to: provide an overview of major trends in immigration that are having profound impacts on the nation's schools; draw a statistical portrait of the nation's immigrant and limited English proficient (LEP) student population that builds on The Urban Institute's Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools (Ruiz de Velasco, Fix and Clewell, 2000); and discuss the comparative merits of using Census versus state reported measures of LEP students and their implications for distributing Title III funding under NCLB for immigrant and limited English proficient students.
This presentation is available in its entirety in the Portable Document Format (PDF).
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Disclaimer: The nonpartisan Urban Institute publishes studies, reports, and books on timely topics worthy of public consideration. The views expressed are those of the authors and should not be attributed to the Urban Institute, its trustees, or its funders.
