Immigrants and the Distribution of Resources within an Urban School District

Autor/inn/en	Schwartz, Amy Ellen; Stiefel, Leanna
Titel	Immigrants and the Distribution of Resources within an Urban School District
Quelle	In: Educational Evaluation and Policy Analysis, 26 (2004) 4, S.303-327 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
Schlagwörter	Geographic Regions; Educational Needs; Urban Schools; Immigrants; Resource Allocation; Educational Resources; Student Needs; Elementary Schools; Elementary School Students; New York + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Immigrant; Immigrantin; Immigranten; Ressourcenallokation; Bildungsmittel; Elementary school; Grundschule; Volksschule
Abstract	In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half these are "recent immigrants," the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by differences in student educational needs, such as poverty or language skills, or differences in other characteristics, such as race? Our results indicate that, while schools resources decrease with the representation of immigrants, this relationship largely reflects differences in the educational needs of immigrant students. Although analyses that link resources to the representation of foreign born students in 12 geographic regions of origin find some disparities, these are again largely driven by differences in educational need. Finally, we find that some resources increase over time when there are large increases in the percentage of immigrants in a school, but these results are less precisely estimated. Thus, elementary schools appear not to be biased either against or for immigrants per se, although differences in the needs of particular groups of immigrant students may lead to more (or fewer) school resources. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10