The Migration Policy Institute published the first in a series of reports that aim to educate parents, policymakers, and the public about how to find and use data to examine whether schools are adequately serving their English-language-learner students.
Despite their concerns, the U.S. Department of Education seems ready to forge ahead with plans to scrap the office of English-language acquisition.
While schools must protect the rights and privacy of undocumented students, officials also must cooperate with federal officials in some instances.
The proposed consolidation of the office of English-language acquisition is sparking strong pushback from advocates for English-learners, the fastest growing subgroup of students in public schools.
Over the next five years, about 120,000 immigrants brought to the United States illegally as children would turn 15 and become eligible for the Deferred Action for Childhood Arrivals program.
DACA had a "significant impact" on the educational outcomes of undocumented immigrant youth, including increases in high school graduation and school attendance rates, according to a recently released National Bureau of Economic Research working paper.
Even with the support of schools, the pressure the students face is daunting, educators and experts say.
A large majority of educators report having students who have experienced emotional or behavioral problems because they are concerned about immigration enforcement under the Trump administration, according to a new national survey from the Civil Rights Project at the University of California, Los Angeles.
Deferred Action for Childhood Arrivals will remain in effect for recipients after the March 5 deadline originally set by the White House, but the Obama-era program has already begun to unravel for some.
The nation's dual-language-learner population has grown by about 24 percent since 2000, and those students represent a wider range of language and cultures than in the past.
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