Priority Populations

A New Vision to Increase the Academic Achievement for English Language Learners and Immigrant Students


This paper analyzes the challenges and opportunities posed by today’s education reform debate for the early education and language learning of immigrant, limited English proficient, and English language learner students 3 to 8 years old. Because of the close connections between the preschool and early elementary years, the paper addresses children who attend early childhood and kindergarten-through-3rd-grade education programs throughout the United States. The analysis focuses on provisions in the Elementary and Secondary Education Act of 1965 (reauthorized as the No Child Left Behind Act in 2001), and other relevant legislation and Supreme Court decisions.

This paper comes from an Urban Institute rountable on young children of immigrants funded by the Foundation for Child Development.