Research Report Who's Left Behind?
Immigrant Children in High and Low LEP Schools
Clemencia Cosentino de Cohen, Nicole Deterding, Beatriz Chu Clewell
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This report offers a detailed picture of elementary schools educating limited English proficient (LEP) students. Analysis reveals that LEP students are largely segregated: nearly 70% of LEP children are enrolled in only 10% of schools. Compared to Low- and No-LEP schools, High-LEP schools are predominately urban, have mostly low-income and minority students, and face challenges in staff recruitment. The remaining 30% of LEP students are in schools with fewer LEP peers, where they are less likely to receive services tailored to their educational needs. Because the federal No Child Left Behind (NCLB) Act holds schools accountable for the performance of LEP children, the report discusses the findings' implications for implementing NCLB in High- and Low-LEP schools. [View the corresponding press release]
Research Areas Education Race and equity Children and youth Immigrants and immigration
Tags Racial and ethnic disparities K-12 education Racial segregation Head Start and elementary education Immigrant communities and racial equity Racial equity in education