Students designated as English language learners (ELL) tend to go to public schools that have low standardized test scores.
Richard Fry, Ph.D. is a Senior Research Associate at the Pew Hispanic Center. He has recognized expertise in the analysis of U.S. education and demographic data sets and has published more than 35 articles and monographs on the characteristics of U.S. racial, ethnic and immigrant populations. Before joining the Pew Hispanic Center in 2001, he was a senior economist at the Educational Testing Service (ETS).
This report analyzes Census data and voting trends on a state-by-state basis to explore the potential of Latinos to be a “swing vote” in the 2008 presidential election.
The 5-4 decision by the U.S. Supreme Court in June to strike down school desegregation plans in Seattle and Louisville has focused public attention on the degree of racial and ethnic integration in the nation’s 93,845 public schools.
As Congress considers the reauthorization of the No Child Left Behind law an analysis of recent data from standardized testing around the country shows that the fast growing number of students designated as English language learners are among those farthest behind.
This statistical profile of the foreign born population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2005 American Community Survey public use microdata file, which was released August 29, 2006.
Since the mid-1990s, two trends have transformed the landscape of American public education: Enrollment has increased because of the growth of the Hispanic population, and the number of schools has also increased.
This statistical profile of the Latino population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2005 American Community Survey public use microdata file, which was released August 29, 2006.
Reflecting broad changes in their social and economic status, women around the world have been migrating more in recent decades and as a result have constituted an increasing share of migrant populations almost everywhere.
In addition to longstanding concerns over high school completion, policymakers are increasingly focused on disparities in outcomes between Hispanic and white college students.
A report on the characteristics of high schools attended by different racial and ethnic groups finds that Hispanic teens are more likely than blacks and whites to attend the nation’s largest public high schools.