Cosentino de Cohen, Clemencia, Deterding, Nicole, & Clewell, Beatriz Chu
Who's Left Behind? Immigrant Children in High and Low LEP Schools
Examines differences in the provision of educational services to LEP students across schools with varying proportions of LEP student enrollment
Journal Name or Institutional Affiliation:
The Urban Institute
- Five percent of LEP students enrolled in the average Low-LEP school.
- High LEP students are highly concentrated in a few schools (70% of LEP in 10% of elementary schools)
- High LEP schools are more likely to be large and urban, larger class sizes, higher minority population, higher incidence of poverty
- High LEP schools have more specialized instruction for LEP students, more likely to use native language instruction, and more likely to have standard process for identifying LEP students, more likely to have parental outreach and support activities
- High LEP school principals more likely to be Hispanic, Asian, and female and have less education and training
- High LEP schools more racial diversity, more men
- High LEP schools have less academically prepared teachers, but more professional development and more LEP focused professional development for non-ESL/bilingual teachers
- Conclusions: -Hard to separate effects of urbanicity from effects of LEP students.
- Positive implications of LEP segregation: cost effectiveness, higher priority of specialized services
- Negatives of LEP segregation: no interaction with English speaking classmates, isolation
Asians, Elementary School, English Language Learners, Hispanics, Immigrants, Language, Latinos, Linguistic Composition, No Child Left Behind
Method of Analysis:
Elementary School Students
Unit of Analysis:
- Data are from the 1999-2000 Schools and Staffing Survey (SASS) by the NCES. Survey of elementary and secondary schools, school administrators, and teachers. Analysis is restricted to schools generally serving K-5th grade. Final sample for this study is total of 49,862 schools.
- Schools are categorized according to the percentage Limited English Proficiency (LEP) students of the total school enrollment. Study compares average school, principal, and teacher characteristics across these 3 types of schools. 3 categories:
- High LEP - 25% or more LEP students
- Low LEP - <25% LEP students
- No LEP - schools that reported no LEP students