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The New Demography of America's Schools
Immigration and the No Child Left Behind Act
(Research Report)
Author(s): Randolph Capps, Michael E. Fix, Julie Murray, Jason Ost, Jeffrey S. Passel, Shinta Herwantoro



Published: September 30, 2005



The nonpartisan Urban Institute publishes studies, reports, and books on timely topics worthy of public consideration. The views expressed are those of the authors and should not be attributed to the Urban Institute, its trustees, or its funders.

Note: This report is available in its entirety in the Portable Document Format (PDF).


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INTRODUCTION
The demographics of U.S. elementary and secondary schools are changing rapidly as a result of record-high immigration. These demographic shifts are occurring alongside implementation of the No Child Left Behind (NCLB) Act, the landmark 2002 federal law that holds schools accountable for the academic performance of limited English speaking children and other groups that include many children of immigrants. This report explores how immigration is changing the profile of the nation's elementary and secondary student population during this era of reform.1

NCLB Could Improve the Education of Immigrants' Children

No Child Left Behind has the potential to improve the education of children of immigrants and limited English speaking children in several important ways. Most key provisions affecting limited English proficient (LEP) and immigrant students are set out in Title I and Title III of the Act.2 Title I requires schools to improve the performance of LEP students on assessments of reading and mathematics beginning in 3rd grade (U.S. Department of Education 2002). Many children of immigrants are limited English proficient. They also often fall into one or more of the NCLB Act's other protected classes, including "major racial and ethnic groups" (blacks, Hispanics, and Asians), low-income students, and students in special education programs.3

Title I also mandates that schools report assessment results for students in these protected classes, and that schools be held accountable for improvements in the performance of these students.4 Schools that do not sufficiently improve the performance of students in these groups over an extended period are subject to interventions, including allowing parents to send their children to another school and offering supplemental services such as after-school programs. Continued failure to meet performance targets will eventually lead to school restructuring and possibly even closure (U.S. Department of Education 2002).

Title III of the No Child Left Behind Act requires schools to measure and improve students' English proficiency, with states held accountable for improving English proficiency on an annual basis.5 The law provides support for states and school districts to create new assessments of English proficiency, as well as alternative assessmentsâ€â€