Michael Fix & Jeffrey S. Passel Immigration Studies Program The Urban Institute U.S. Immigration -- Trends & Implications for Schools U.S. Immigration -- Trends & Implications for Schools National Association for Bilingual Education NCLB Implementation Institute New Orleans, LA January 28-29, 2003

THE URBAN INSTITUTE / Washington, D.C. Immigration Trends -- Growth of Immigrant Population -- Geographic Dispersion -- Legal Status NCLB Funding -- Formulas & Data Students & Language -- Growth of Immigrant Students -- Language Ability -- Students, Schools, Parents Overview of Policy Issues

Selected Key Points: Immigration Trends & Impacts on Schools

THE URBAN INSTITUTE / Washington, D.C. Current In-Flows are Very High * Additional immigrants are mostly illegals and legalized aliens Europe/Canada (Legal) Additional* All Other (Legal) (est.)

THE URBAN INSTITUTE / Washington, D.C. Immigrant Numbers at Peak % 31.1 Million (2000 Census) 4.7% 11.1% (2000) Percentage is Not 40 Million 13%

THE URBAN INSTITUTE / Washington, D.C. Who Comes to the U.S.? Legal: 600, ,000/year Humanitarian: 70, ,000 down to 27,000 Undocumented: Early ‘90s — ,000 per year Late ‘90s — ,000 or more Current — ???

THE URBAN INSTITUTE / Washington, D.C. Children of Immigrants are... 1 in 5 Children 1 in 4 Low-Income Children Demographic Context Immigrants are... 1 in 9 U.S. Residents 1 in 4 Low-Wage Workers

THE URBAN INSTITUTE / Washington, D.C. New Immigration Growth Centers Immigration Categories Major Destinations (67% of Immigrants) (6) All Other States (23) New Growth States ( > 91%) (22) Top 10 Growth States ( %) (10)

THE URBAN INSTITUTE / Washington, D.C. Legal Status of Immigrants Foreign-Born Population in 2000 (Based on March 2000 CPS, Census 2000, & Author’s Estimates) Legal Aliens (LPR) (10.0 million) 31% Legal Nonimmigrants (1.5 million) 5% Naturalized Citizens (10.2 million) 31% Refugee Arrivals* (2.3 million) 7% “Undocumented” Aliens (8.5 million) 26% (Preliminary) * Entered 1980 or later

THE URBAN INSTITUTE / Washington, D.C Composition Categories Highest % Undocumented (40-49% of foreign-born) (11) Lower % Undocumented (20-29%) (13) High % Undocumented (30-39%) (12) Lowest % Undocumented (<20%) (15) Dispersal of Undocumented Population

THE URBAN INSTITUTE / Washington, D.C. Growth in Limited English Population Percent Growth in LEP, % Growth or More (15) <28% -- All Other States (14) 31-65% (includes 6 Major Destinations) (16) 77-96% Growth or More (6)

THE URBAN INSTITUTE / Washington, D.C. Limited English Proficient Immigrants Poorer on Average New York CityLos Angeles Source: Urban Institute, Los Angeles-New York Immigrant Survey (LANYCIS).

THE URBAN INSTITUTE / Washington, D.C. Children of Immigrants (& LEP) Concentrated in Metro Areas 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.

THE URBAN INSTITUTE / Washington, D.C. Immigration & Language Trends -- Growth in Children of Immigrants -- Characteristics (Poverty) -- Geography & Grade Distribution Linguistic Isolation -- Schools & Parents Students & Language -- Non-English Trends -- Problem Groups Late Entrants Long-Term LEPS Immigrant Students & English

THE URBAN INSTITUTE / Washington, D.C. Immigrant Children Are a Rising Share of Students (1 in 5) All Children of Immigrants U.S.-Born Children of Immigrants Foreign-Born Children Share of K-12 Enrollment Source: Van Hook & Fix (2000); Urban Institute tabulations from C2SS PUMS. Excludes Puerto Ricans.

THE URBAN INSTITUTE / Washington, D.C. 20% of School Kids Are Children of Immigrants Source: Urban Institute tabulations. Includes Puerto Ricans.

THE URBAN INSTITUTE / Washington, D.C. Origins of Immigrant Children Shift Markedly by 2000 Proportion of K-12 Children of Immigrants (Including 1 st & 2 nd Generations) Source: Van Hook & Fix (2000); Urban Institute tabulations from C2SS PUMS. Excludes Puerto Ricans.

THE URBAN INSTITUTE / Washington, D.C. Immigrant Children Increasingly Poor All Children of Immigrants White, not Hispanic Percent of K-12 Students in Families Below 100% of Poverty African-American Foreign-Born Immigrants But Trend Reverses in Late ’90s Source: Van Hook & Fix (2000); Urban Institute tabulations from C2SS PUMS. Excludes Puerto Ricans.

THE URBAN INSTITUTE / Washington, D.C. Foreign-Born Children Increase Fastest in Grades 6-12 Recently-Arrived* Foreign-Born Children Share of K-5 or 6-12 Enrollment Source: Van Hook & Fix (2000); Urban Institute tabulations from C2SS PUMS. Excludes Puerto Ricans.

THE URBAN INSTITUTE / Washington, D.C. Spanish Increasingly Prevalent -- Sharp Increases in 1990s Millions of Children (5-19) Speaking a Language Other than English At Home Spanish Asian Language Other Non-English Language Source: Van Hook & Fix (2000); Urban Institute tabulations from C2SS PUMS. Includes Puerto Ricans.

THE URBAN INSTITUTE / Washington, D.C. LEP Share Declines by Generation; Second 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.

THE URBAN INSTITUTE / Washington, D.C. More LEP Children are Native Than Foreign-Born First Generation 900,000 35% Second Generation 1.2 Million 46% Third+ Generations 500,000 19% Source: Urban Institute tabulations from C2SS PUMS. Includes Puerto Ricans.

THE URBAN INSTITUTE / Washington, D.C. Most LEP Children In US for Many Years Thousands of Children by Years Lived in U.S., 2000 Grades K-5Grades 6-12 Source: Urban Institute tabulations from C2SS PUMS. Includes Puerto Ricans.

THE URBAN INSTITUTE / Washington, D.C. LEP Students Attend Linguistically-Segregated Schools Percentage of LEP or Non-LEP Children Source: Urban Institute tabulations from Schools and Staffing Survey, 1999.

THE URBAN INSTITUTE / Washington, D.C. Hispanics & Asians more likely to be in 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.

THE URBAN INSTITUTE / Washington, D.C. LEP Children May Not Have Parental 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.

Selected Provisions of the NCLB Law

THE URBAN INSTITUTE / Washington, D.C. Census-ACS Data -- Uniformly Defined & Collected -- Based on Speaking Only -- Non-Professional (Parental) Assessment -- Sample-Based, possible Undercount Data for NCLB Grants to States School-Based Data -- Standards & Collections Vary Within & Across Schools & States -- Based on “Whole Child” Approach -- Professional Assessment -- Administrative Counts (Complete) -- Interested Party Generates Data

THE URBAN INSTITUTE / Washington, D.C. School Data finds More Kids K above Census K higher in California Funding Formula -- “Fixed Pie” Reduces Disparity -- California Gains -- New York Loses -- Percentage Changes Large Regional Patterns -- Western States Higher -- Eastern States Lower School vs. Census Data

THE URBAN INSTITUTE / Washington, D.C. Ratio of State LEP to Census Ratio State LEP to Census LEP <67% (State is Low) (13) % (5) 67-90% (11) >200% (State is Hi) (6) % (5) % (11)

West Gains $ with School Data; East Gains from Census-ACS 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

For more information, contact: Michael Fix Jeffrey S. Passel Immigration Studies Program Population Studies Center Urban Institute 2100 M St., NW Washington, DC Michael Fix Jeffrey S. Passel Immigration Studies Program Population Studies Center Urban Institute 2100 M St., NW Washington, DC (202) (202)