Thanks Sabastian. This just shows how the immigration issue didn’t impact elites the way it did working and lower middle class families. Mass immigration of low wage exploitable workers was not only seen as part of the global race to the bottom for wages but its disproportionately burdened the already most over burdened school districts and municipalities. Many of these are suburbs that Black families only recently broke into after years of discrimination.
the number of students classified as English language
learners by the U.S. Department of Education in grades
pre-K through 12 in the nation’s schools more than doubled—
from 2,030,451 to 5,119,561 (National Clearinghouse
for English Language Acquisition, 2006).
According to Kindler (2002), in the school year
1999-2000 alone, the greatest growth was in South Carolina
(82%), followed by Minnesota (67%). And in the
2001-02 school year, the greatest growth in ELL students
in public schools was in Georgia, followed by Montana
and then Mississippi (Kindler, 2002, p. 5). Beyond these,
the states of Kansas, New Hampshire, and Oregon have
also had significant increases in their ELL school population
(Kindler, 2002; Crawford, 2002).
Despite the spread of ELLs across the United States, they seem to be concentrated in fewer than half theschool districts in the country. In fact, nearly 70% of all
ELL students are enrolled in 10% of elementary schools
(De Cohen, Deterding, & Chu Clewell, 2005). And school
districts that have more than 5,000 ELLs enroll 54% of
all English language learners in grades K-12 (Zehler et al.,
2003). This points to the high degree of racial and ethnic
segregation in the United States and the importance of
the concept of ethnic enclave (Portes & Rumbaut, 1996),
not only for immigrant ethnic subsistence and economic
well-being, but also for educating the children of recent
immigrants who are ethnic minorities. This concentration
is also reflected in the fact that approximately 91%
of all ELLs live in metropolitan areas (Fix & Passel, 2003),
and nearly 70% of ELLs in elementary grades enroll, on
average, in just 10% of the public schools in a metropolitan
area (De Cohen et al., 2005).
As a result, the majority of English language learners
—53%—go to schools where more than 30% of their
peers are also English language learners (Fix & Passel,
2003). In contrast, 57% of English proficient students attend
schools where less than 1% of all students have
limited English proficiency (Van Hook & Fix, 2000).
Between the 1989-90 and the 2004-05 school years,
the number of students classified as English language
learners by the U.S. Department of Education in grades
pre-K through 12 in the nation’s schools more than doubled—
from 2,030,451 to 5,119,561 (National Clearinghouse
for English Language Acquisition, 2006).
According to Kindler (2002), in the school year
1999-2000 alone, the greatest growth was in South Carolina
(82%), followed by Minnesota (67%). And in the
2001-02 school year, the greatest growth in ELL students
in public schools was in Georgia, followed by Montana
and then Mississippi (Kindler, 2002, p. 5). Beyond these,
the states of Kansas, New Hampshire, and Oregon have
also had significant increases in their ELL school population
(Kindler, 2002; Crawford, 2002).
Despite the spread of ELLs across the United States,
they seem to be concentrated in fewer than half the
school districts in the country. In fact, nearly 70% of all
ELL students are enrolled in 10% of elementary schools
(De Cohen, Deterding, & Chu Clewell, 2005). And school
districts that have more than 5,000 ELLs enroll 54% of
all English language learners in grades K-12 (Zehler et al.,
2003). This points to the high degree of racial and ethnic
segregation in the United States and the importance of
the concept of ethnic enclave (Portes & Rumbaut, 1996),
not only for immigrant ethnic subsistence and economic
well-being, but also for educating the children of recent
immigrants who are ethnic minorities. This concentration
is also reflected in the fact that approximately 91%
of all ELLs live in metropolitan areas (Fix & Passel, 2003),
and nearly 70% of ELLs in elementary grades enroll, on
average, in just 10% of the public schools in a metropolitan
area (De Cohen et al., 2005).
As a result, the majority of English language learners
—53%—go to schools where more than 30% of their
peers are also English language learners (Fix & Passel,
2003). In contrast, 57% of English proficient students attend
schools where less than 1% of all students have
limited English proficiency (Van Hook & Fix, 2000).
There's so much in here it's hard to unpack it all.
Thanks Sabastian. This just shows how the immigration issue didn’t impact elites the way it did working and lower middle class families. Mass immigration of low wage exploitable workers was not only seen as part of the global race to the bottom for wages but its disproportionately burdened the already most over burdened school districts and municipalities. Many of these are suburbs that Black families only recently broke into after years of discrimination.
Between the 1989-90 and the 2004-05 school years,
the number of students classified as English language
learners by the U.S. Department of Education in grades
pre-K through 12 in the nation’s schools more than doubled—
from 2,030,451 to 5,119,561 (National Clearinghouse
for English Language Acquisition, 2006).
According to Kindler (2002), in the school year
1999-2000 alone, the greatest growth was in South Carolina
(82%), followed by Minnesota (67%). And in the
2001-02 school year, the greatest growth in ELL students
in public schools was in Georgia, followed by Montana
and then Mississippi (Kindler, 2002, p. 5). Beyond these,
the states of Kansas, New Hampshire, and Oregon have
also had significant increases in their ELL school population
(Kindler, 2002; Crawford, 2002).
Despite the spread of ELLs across the United States, they seem to be concentrated in fewer than half theschool districts in the country. In fact, nearly 70% of all
ELL students are enrolled in 10% of elementary schools
(De Cohen, Deterding, & Chu Clewell, 2005). And school
districts that have more than 5,000 ELLs enroll 54% of
all English language learners in grades K-12 (Zehler et al.,
2003). This points to the high degree of racial and ethnic
segregation in the United States and the importance of
the concept of ethnic enclave (Portes & Rumbaut, 1996),
not only for immigrant ethnic subsistence and economic
well-being, but also for educating the children of recent
immigrants who are ethnic minorities. This concentration
is also reflected in the fact that approximately 91%
of all ELLs live in metropolitan areas (Fix & Passel, 2003),
and nearly 70% of ELLs in elementary grades enroll, on
average, in just 10% of the public schools in a metropolitan
area (De Cohen et al., 2005).
As a result, the majority of English language learners
—53%—go to schools where more than 30% of their
peers are also English language learners (Fix & Passel,
2003). In contrast, 57% of English proficient students attend
schools where less than 1% of all students have
limited English proficiency (Van Hook & Fix, 2000).
Between the 1989-90 and the 2004-05 school years,
the number of students classified as English language
learners by the U.S. Department of Education in grades
pre-K through 12 in the nation’s schools more than doubled—
from 2,030,451 to 5,119,561 (National Clearinghouse
for English Language Acquisition, 2006).
According to Kindler (2002), in the school year
1999-2000 alone, the greatest growth was in South Carolina
(82%), followed by Minnesota (67%). And in the
2001-02 school year, the greatest growth in ELL students
in public schools was in Georgia, followed by Montana
and then Mississippi (Kindler, 2002, p. 5). Beyond these,
the states of Kansas, New Hampshire, and Oregon have
also had significant increases in their ELL school population
(Kindler, 2002; Crawford, 2002).
Despite the spread of ELLs across the United States,
they seem to be concentrated in fewer than half the
school districts in the country. In fact, nearly 70% of all
ELL students are enrolled in 10% of elementary schools
(De Cohen, Deterding, & Chu Clewell, 2005). And school
districts that have more than 5,000 ELLs enroll 54% of
all English language learners in grades K-12 (Zehler et al.,
2003). This points to the high degree of racial and ethnic
segregation in the United States and the importance of
the concept of ethnic enclave (Portes & Rumbaut, 1996),
not only for immigrant ethnic subsistence and economic
well-being, but also for educating the children of recent
immigrants who are ethnic minorities. This concentration
is also reflected in the fact that approximately 91%
of all ELLs live in metropolitan areas (Fix & Passel, 2003),
and nearly 70% of ELLs in elementary grades enroll, on
average, in just 10% of the public schools in a metropolitan
area (De Cohen et al., 2005).
As a result, the majority of English language learners
—53%—go to schools where more than 30% of their
peers are also English language learners (Fix & Passel,
2003). In contrast, 57% of English proficient students attend
schools where less than 1% of all students have
limited English proficiency (Van Hook & Fix, 2000).