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Author(s):Cosentino de Cohen, C., Deterding, N., and Clewell, B
Title:Who's left behind? Immigrant children in high and low LEP schools
Organization:Urban Institute
Short Description:This report studies the characteristics of schools serving immigrant children at the time of NCLB's passage.
Annotation:This report studies the characteristics of schools serving immigrant children at the time of NCLB's passage. The analysis uses English language proficiency level (or LEP status) as a proxy for immigrant status, recognizing that some LEP students may be neither immigrants nor their first-generation children, but rather second- or third generation U.S.-born children. Focusing on nationally-representative information about elementary schools, principals, and teachers, the study compares differences between schools with high proportions of LEP students and schools with fewer and no such students to examine potential differences among the schools educating the nation's young.
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Associated Keywords:
Achievement Gap
Educational Attainment/College Degree Completion
English Language Learners/LEP/ESL
Low-Income Students
Undocumented Immigrant/Immigrant/Migrant Students

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