NotesFAQContact Us
Search Tips
ERIC Number: EJ919344
Record Type: Journal
Publication Date: 2009-Jun
Pages: 3
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-0036-651X
Educating Immigrant Students in Urban Districts
Nur, Shurki; Hunter, Richard C.
School Business Affairs, v75 n6 p31-33 Jun 2009
Immigrant children constitute the fastest-growing population in the United States, and their presence is rapidly changing the demographics of American public schools--especially in cities where they typically settle with their families. Because these students' languages, cultures, and values differ from those of educators--and indeed from one another--school districts face challenges and opportunities as they strive to meet every student's diverse needs. To educate immigrant and refugee students effectively, districts must first meet their psychological and social needs. Even within the immigrant and refugee student population, there is diversity regarding English-language ability and educational background. Thus, it is vital that school districts create successful learning experiences for these students that recognize their linguistic, psychological, socioeconomic, and cultural needs. Urban school districts are also confronted with the challenge of serving diverse immigrant students who speak a variety of languages. With limited resources, it is not easy to create programs for a variety of language groups if the number of students from any one language group is not adequate to necessitate a separate class, causing school districts to generalize the needs of various groups. This article discusses how urban districts address the needs of immigrant and refugee students and concludes with some recommendations.
Association of School Business Officials International (ASBO). 11401 North Shore Drive, Reston, VA 20190. Tel: 866-682-2729; Fax: 703-478-0205; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A