- Neither non-Hispanic Whites nor African Americans could be attending school with many children of immigrants or LEP children because of the regions of the country in which they live.
- Hispanic and Asian students are far more likely to go to school with many LEP students.
- Given a context in which it is possible for children to attend school with LEP students, African Americans are more likely to do so than are non-Hispanic Whites.
- Relative to the percentage of LEP students in the state, LEP students are underrepresented in schools of the typical non-Hispanic White.
- The underrepresentation of LEP students in the schools of White but not Black students derives primarily from differences in district-level enrollments.
- African American students are more likely relative to majority Whites to have LEP schoolmates in primary schools than in secondary schools even after district enrollments are taken into account.
- Children of immigrants do not go to the same schools as African American and non-Hispanic White children.
- Results are suggestive of patterns of segregation- that is, the separation of majority non-Hispanic Whites from both LEP students and African Americans, not the separation of LEP students and African Americans from each other.
- Most of the “problem” can be attributed to pervasive patterns of residential segregation in cities that occur across, not within, school district boundaries.
- It is unlikely that immigration has affected the schools attended by most African Americans and non-Hispanic Whites.
- The school-attendance patterns that occur in areas with many immigrants provide hints that in certain contexts, immigration would disproportionately affect the schooling experiences of African Americans.