Sita Sengsavanh:
Shifting immigration trends in
Abstract
Shifting immigration patterns
over the past decade have left many schools unprepared to address specific
needs of immigrant students. Providing
services to the new student population is an unfamiliar process for many school
districts. At least 3.5 million children
are classified as having limited English proficiency (LEP). According to the 2003 Limited English
Proficient Student Census of the Missouri Department of Elementary and
Secondary Education, the number of LEP students has increased by 13% over the
year. The number has almost doubled to
14,855 from five years ago where there were only 7,679 LEP students. A very important issue from the Census is
that some areas are experiencing high growth rates that add pressure for school
districts to quickly adapt to the large changes. The No Child Left Behind
Act of 2001 seeks to address the issue of availability of a quality education
for all students. For many immigrant
students that are English language learners, NCLB makes funds available to help
schools provide services to the target students and measures the English
proficiency level of the students as progress.
Language research states that in order to become language proficient,
students need anywhere between five and seven years to reach academic
proficiency. Many students are adapting
to more than just a new language, they are settling in to a new environment,
culture, and social setting. Addressing
these other issues immigrant students experience when adapting to
In this presentation, I address
two central questions: 1)
How are school districts using Title III funds of NCLB to address
issues that may hinder learning of Latino students of Limited English
Proficiency in
Contact Information:
Sita Sengsavanh
605 E. Rockcreek Dr.
(573)
289-4989
Graduate
Student, Masters of Public Affairs