Document Number: 6528Who’s Left Behind? Immigrant Children in High and Low LEP Schools - This report provides a statistical portrait comparing elementary schools with high concentrations of limited-English-proficient (LEP) students, to schools with fewer or no LEP students to examine differences that may affect schools’ abilities to meet No Child Left Behind requirements. The report focuses on three critical components: the characteristics of the schools themselves, their principals and their teachers. Selected findings include: (1) LEP students are highly concentrated in a few schools; (2) on average, principals in high-LEP schools have less education and training than those in other schools; and (3) teachers in high-LEP schools report having less academic preparation than their low-LEP and no-LEP counterparts. (Clemencia Cosentino de Cohen, Nicole Deterding and Beatriz Chu Clewell, The Urban Institute, September 2005)...
Related IssuesEnglish Language Learner/Bilingual
No Child Left Behind