Characteristics of these students include:
- recent arrivals to U.S.
- little or no English fluency
- disrupted or no schooling in native country
- little or no literacy in native language
- below grade level in Math
- progress through ELD levels is slow, may have to repeat levels
- behind in credits
- poor academic achievement
- poor performance on proficiency exams and standardized tests
- difficult to diagnose learning disabilities
The immigrant students who enter at the secondary level with little or no prior schooling face a daunting challenge and require a unique focus. Frequently these students have such gaps in their schooling that their literacy levels are nearly non-existent.
Usually their math skills are also very limited. Finding a placement and sequence of courses for these students within the context of a comprehensive high school is difficult. This is especially true since they represent a variety of language groups and are
also in need of many other forms of individual and family support.
