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Taking these two pieces of data into consideration, we may conclude that poverty amongst immigrants is rising and having a correspondent challenging impact on their children. These children who, frequently, know little English then bring their problems into the schools that they attend not only impacting their peers but also frustrating and challenging their teachers and principals. The challenges of the poor home environment as well as the deprived atmosphere that these children live in infiltrate into the school. A further problem that the schools have is communicating with parents who not only have poor English but may have little time or patient to communicate with the teachers. Cultural misunderstandings, too, can exacerbate the problems.
7. Write a paragraph explaining performance of ELLs compared to native English speakers.
The Table (NCES) demonstrates the average reading scale scores of 4th- and 8th-graders in public schools and the percentage scoring at or above selected reading achievement levels, by English language learner (ELL) status and state (2011).
For the entire U.S., in the 4th grade the average scale reading score for English learners was 188 (0.8%). For non-English learners, for non-English learners, the average scale score was 224 (0.3%). 7 (0.4) of EL students were at or above proficient...
Contrast this with non-EL where 70 were at or above basic whilst 35 were at or above proficient. Carrying on to 8-th graders, for English speakers the average grade reading score was 223 (1.0); for non-English learners it was 266 (0.2). Contrast between comparison of 'basic' and 'proficient' indicates that for EL, 29% were at or above basic whilst only 3% were at or above proficient. In that same 8th grade, however, non-EL showed that 14 were at / above basic whilst 15 were proficient. We see at least two things from this Table: firstly that English learners had an advantage over non-English learners, but we see too how non-ELs strove to gain mastery in their literacy and often demonstrated more improving than ELs.
Sources
Batalova, J. (2006) Spotlight on Limited English Proficient Students in the United States. Migration Inf. Source
http://www.migrationinformation.org/USFocus/display.cfm?ID=373#10
National Center for Education Statistics (NCES). Distribution of Children in High and Low Poverty Schools
http://nces.ed.gov/programs/coe/figures/figure-pcp-2.asp
National Center for Education Statistics (NCES). Reading Achievement of ELLs
http://nces.ed.gov/programs/digest/d11/tables/dt11_134.asp
Van Hook. J (2003) Poverty Grows Among Children of Immigrants in U.S.. Migration Inf. Source
http://www.migrationinformation.org/Feature/display.cfm?ID=188
Sources
Batalova, J. (2006) Spotlight on Limited English Proficient Students in the United States. Migration Inf. Source
http://www.migrationinformation.org/USFocus/display.cfm?ID=373#10
National Center for Education Statistics (NCES). Distribution of Children in High and Low Poverty Schools
http://nces.ed.gov/programs/coe/figures/figure-pcp-2.asp
http://nces.ed.gov/programs/digest/d11/tables/dt11_134.asp
http://www.migrationinformation.org/Feature/display.cfm?ID=188
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