Michael Fix

1
Michael Fix Jeffrey S. PasselImmigration
Studies ProgramThe Urban Institute

• U.S. Immigration -- Trends
• Implications for Schools

National Association for Bilingual Education NCLB
Implementation Institute New Orleans, LA January
28-29, 2003
2
Overview of Policy Issues

• Immigration Trends
• -- Growth of Immigrant Population
• -- Geographic Dispersion
• -- Legal Status

• Students Language
• -- Growth of Immigrant Students
• -- Language Ability
• -- Students, Schools, Parents

• NCLB Funding
• -- Formulas Data

3
Selected Key PointsImmigration Trends Impacts
on Schools
4
Current In-Flows are Very High
Europe/Canada (Legal)
All Other (Legal)
Additional
Additional immigrants are mostly illegals
and legalized aliens
5
Immigrant Numbers at Peak --
Percentage is Not
6
Who Comes to the U.S.?

• Legal 600,000-750,000/year

• Humanitarian
• 70,000-125,000 down to 27,000

• Undocumented
• Early 90s 200-300,000 per year
• Late 90s 500-800,000 or more
• Current ???

7
Demographic Context
8
New Immigration Growth Centers
9
Legal Status of Immigrants
Legal Aliens (LPR) (10.0 million) 31
Undocumented Aliens (8.5 million) 26
Legal Nonimmigrants (1.5 million) 5
Naturalized Citizens (10.2 million) 31
Refugee Arrivals (2.3 million) 7
Foreign-Born Population in 2000 (Based on March
2000 CPS, Census 2000, Authors Estimates)
(Preliminary) Entered 1980 or later
10
Dispersal of Undocumented Population
11
Growth in Limited English Population
12
Limited English Proficient ImmigrantsPoorer on
Average
New York City
Los Angeles
Source Urban Institute, Los Angeles-New York
Immigrant Survey (LANYCIS).
13
Children of Immigrants ( LEP) Concentrated in
Metro Areas
Percent Non-Metropolitan Among Children 5-19
Enrolled in K-12, 2000
Children of Immigrants
Children of Natives
All Children
Source Urban Institute tabulations from C2SS
PUMS. Excludes Puerto Ricans.
14
Immigrant Students English

• Immigration Language Trends
• -- Growth in Children of Immigrants
• -- Characteristics (Poverty)
• -- Geography Grade Distribution

• Students Language
• -- Non-English Trends
• -- Problem Groups
• Late Entrants
• Long-Term LEPS

• Linguistic Isolation
• -- Schools Parents

15
Immigrant Children Are aRising Share of Students
(1 in 5)
Share of K-12 Enrollment
All Children of Immigrants
U.S.-Born Children of Immigrants
Foreign-Born Children
Source Van Hook Fix (2000) Urban Institute
tabulations from C2SS PUMS. Excludes Puerto
Ricans.
16
20 of School Kids AreChildren of Immigrants
Source Urban Institute tabulations. Includes
Puerto Ricans.
17
Origins of Immigrant ChildrenShift Markedly by
2000
Proportion of K-12 Children of Immigrants (Includi
ng 1st 2nd Generations)
Source Van Hook Fix (2000) Urban Institute
tabulations from C2SS PUMS. Excludes Puerto
Ricans.
18
Immigrant Children Increasingly Poor
But Trend Reverses in Late 90s
Percent of K-12 Students in Families Below 100
of Poverty
African-American
Foreign-Born Immigrants
All Children of Immigrants
White, not Hispanic
Source Van Hook Fix (2000) Urban Institute
tabulations from C2SS PUMS. Excludes Puerto
Ricans.
19
Foreign-Born Children IncreaseFastest in Grades
6-12
Share of K-5 or 6-12 Enrollment
Foreign-Born Children
Recently-Arrived Foreign-Born Children
Source Van Hook Fix (2000) Urban Institute
tabulations from C2SS PUMS. Excludes Puerto
Ricans.
20
Spanish Increasingly Prevalent --Sharp Increases
in 1990s
Millions of Children (5-19) Speaking a Language
Other than English At Home
Spanish
Other Non-English Language
Asian Language
Source Van Hook Fix (2000) Urban Institute
tabulations from C2SS PUMS. Includes Puerto
Ricans.
21
LEP Share Declines by GenerationSecond
Generation LEP Stays High
Proportion of K-12 Students Not Speaking
English Very Well (LEP)
Source Urban Institute tabulations from C2SS
PUMS. Excludes Puerto Ricans.
22
More LEP Children are NativeThan Foreign-Born
First Generation 900,000 35
Third Generations 500,000 19
Second Generation 1.2 Million 46
Source Urban Institute tabulations from C2SS
PUMS. Includes Puerto Ricans.
23
Most LEP Children In US for Many Years
Thousands of Children by Years Lived in U.S., 2000
Source Urban Institute tabulations from C2SS
PUMS. Includes Puerto Ricans.
24
LEP Students AttendLinguistically-Segregated
Schools
Percentage of LEP or Non-LEP Children
Source Urban Institute tabulations from
Schools and Staffing Survey, 1999.
25
Hispanics Asians more likely to bein
Linguistically-Segregated Schools
Proportion LEP in school of the average student
by race or English ability
Source Urban Institute tabulations from
Schools Staffing Survey, 1999.
26
LEP Children May Not HaveParental English
Resources
Proportion of K-12 Students with No Parent Who
Speaks English at Least Very Well
Source Urban Institute tabulations from C2SS
PUMS. Includes Puerto Ricans.
27
Selected Provisions of the NCLB Law
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Data for NCLB Grants to States

• Census-ACS Data
• -- Uniformly Defined Collected
• -- Based on Speaking Only
• -- Non-Professional (Parental) Assessment
• -- Sample-Based, possible Undercount

• School-Based Data
• -- Standards Collections Vary
• Within Across Schools States
• -- Based on Whole Child Approach
• -- Professional Assessment
• -- Administrative Counts (Complete)
• -- Interested Party Generates Data

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School vs. Census Data

• School Data finds More Kids
• -- 400K above Census 5-17
• -- 400K higher in California

• Regional Patterns
• -- Western States Higher
• -- Eastern States Lower

• Funding Formula
• -- Fixed Pie Reduces Disparity
• -- California Gains
• -- New York Loses
• -- Percentage Changes Large

30
Ratio of State LEP to Census
31
West Gains with School Data East Gains from
Census-ACS
Change in Fund Allocation to States (in millions
of dollars) Based on 300 Million Allocation
using School-Defined LEP Population Versus 2000
Census-Defined LEP Aged 5-17 Years Only Changes
of 1.5 Million or more are shown
32
For more information,contact

• Michael Fix
• Jeffrey S. Passel
• Immigration Studies Program
• Population Studies Center
• Urban Institute
• 2100 M St., NW
• Washington, DC 20037

mfix_at_ui.urban.org [phone] jpassel_at_ui.urban
.org [phone]