ERIC Number: ED449275
Record Type: Non-Journal
Publication Date: 2000-Dec
Reference Count: N/A
Overlooked & Underserved: Immigrant Students in U.S. Secondary Schools.
Ruiz-de-Velasco, Jorge; Fix, Michael
The Program in Immigrant Education (PRIME) was created in 1993 by the Andrew W. Mellon Foundation to focus on immigrant secondary education and the challenges faced by older limited English proficient students and the high-poverty schools they attend. This report documents the changes in immigrant student populations and notes the challenges faced by demonstration projects created by PRIME, responses of participating schools and their reform partners, and lessons learned. The report emphasizes immigrant teens who arrive in American schools with significant educational gaps and students from language minority homes who have been in American schools longer but have not mastered basic language and literacy skills. PRIME involved a series of studies of how the children of immigrants fare in American schools. Research for this report involved quantitative analyses of aggregate databases and qualitative analysis of policy and practice issues facing PRIME demonstration projects. Researchers visited project schools, interviewing and observing teachers, administrators, and project leaders. Eight chapters examine: (1) "Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools: Core Findings and Conclusions"; (2) "A Profile of Immigrant Students in U.S. Schools" (Jennifer Van Hook and Michael Fix); (3) "The Program in Immigrant Education, Demonstration Sites and Communities"; (4) "New Faces, New Challenges"; (5) "Organizational Barriers in Secondary Schools"; (6) "LEP Immigrant Youth: Standards and School Accountability"; (7) "Responding to the Challenges: The Program in Immigrant Education"; and (8) "Policy Lessons." (Contains a glossary and 101 references.) (SM)
Descriptors: Academic Standards, Educational Improvement, Educational Policy, High School Students, High Schools, Immigrants, Limited English Speaking, Literacy Education, Middle School Students, Middle Schools, Minority Groups, Parent Participation
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Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Sponsor: Center for Applied Linguistics, Washington, DC.; Andrew W. Mellon Foundation, New York, NY.
Authoring Institution: Urban Inst., Washington, DC.
IES Cited: ED559979