English language learners remain the least represented group in gifted programs—meaning districts do not sufficiently tap the talents of the growing number of immigrant students entering U.S. schools.
The redesigned SAT seeks to expand opportunities for all students to go to college—but its focus on reading comprehension may make the exam more difficult for English-language learners and low-income students.
Districts facing rising English language learner populations and teacher shortages have turned to Puerto Rico for quality bilingual teachers who don’t need a visa to work on the U.S. mainland. Dallas ISD, for example, hired 350 teachers from Puerto Rico for 2015-16.
Despite fewer unaccompanied minors arriving from Central America, many U.S. K12 schools still struggle to adapt to the challenges of educating this diverse set of immigrant students.
During the 2014 fiscal year, the Department of Homeland Security reported that 57,496 unaccompanied minors arrived in the United States. In the first eight months of fiscal year 2015, the number dropped to fewer than 18,000.