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School Segregation of Children Who Migrate to the United States from Puerto Rico

Author(s):
Laosa, Luis M.
Publication Year:
1998
Report Number:
RR-98-25
Source:
ETS Research Report
Document Type:
Report
Page Count:
76
Subject/Key Words:
Preadolescents, Student Mobility, School Segregation, Puerto Rico, New Jersey, United States, Spanish Speaking, Institutional Characteristics, Hispanic Students, Socioeconomic Influences, Urban Areas

Abstract

Correlations show that the higher a student body's proportion of Hispanics/Latinos or native speakers of Spanish, the higher is the student body's proportion of pupils from economically impoverished households with low levels of parental education, and the higher the school's likelihood of being crowded and of being located in a poor inner-city area. Similarly, the higher of a student body's proportion of African Americans, the higher is the student body's proportion of pupils from low-income families, and the higher is the school's likelihood of being in a poor inner-city area. Discussed are implications for policy and for students' academic, linguistic, social, and emotional development; and hypotheses in need of research. Also presented is a historical overview, to the present, and discussion of U.S. policies and judicial decisions concerning school segregation.

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