ERIC Number: ED390954
Record Type: Non-Journal
Publication Date: 1995-Sep
Reference Count: N/A
Immigrant and Limited English Proficient Youth: Issues in the Great City Schools.
Urban Indicator, v3 n1 Sep 1995
Trends in the growth of the immigrant student population over the last 10 years are traced, and issues and challenges that such students present for the member cities of the Great City Schools are highlighted. About 9.5 million immigrants, representing almost 60% of the nation's entire immigrant population, entered the United States in the 1980s, with 93% going to metropolitan areas. Almost half lived in the Great Cities of Los Angeles (California), New York (New York), Chicago (Illinois), Washington (District of Columbia), Houston (Texas), and San Francisco (California), and about 15.8% of students in the Great City Schools were of limited English proficiency, compared with 4.9% nationwide in 1992-93. From 1980 to 1992, Great City Schools saw an enrollment increase of 11.5%, while the number of white students declined by 19.7%. Poor academic achievement and high dropout rates accompanied the enrollment increase among students of limited English proficiency. As the total school enrollment is projected to increase, so is the enrollment of immigrant children. Implications of immigration patterns for urban education are traced. Major challenges include the recruitment and training of teachers prepared for cultural diversity and the adaptation of academic content and assessment for limited English proficiency. (Contains 3 graphs, 1 fact sheet, and 10 references.) (SLD)
Descriptors: Academic Achievement, Cultural Awareness, Disadvantaged Youth, Dropouts, Educational Trends, Elementary Secondary Education, Enrollment Trends, Immigrants, Limited English Speaking, Minority Groups, Teacher Education, Urban Areas, Urban Schools, Urban Youth
Council of the Great City Schools, 1301 Pennsylvania Avenue, N.W., Suite 702, Washington, DC 20004.
Publication Type: Collected Works - Serials; Reports - Evaluative
Education Level: N/A
Authoring Institution: Council of the Great City Schools, Washington, DC.