- Five percent of LEP students enrolled in the average Low-LEP school.
- High LEP students are highly concentrated in a few schools (70% of LEP in 10% of elementary schools)
- High LEP schools are more likely to be large and urban, larger class sizes, higher minority population, higher incidence of poverty
- High LEP schools have more specialized instruction for LEP students, more likely to use native language instruction, and more likely to have standard process for identifying LEP students, more likely to have parental outreach and support activities
- Principals
- High LEP school principals more likely to be Hispanic, Asian, and female and have less education and training
- Teachers
- High LEP schools more racial diversity, more men
- High LEP schools have less academically prepared teachers, but more professional development and more LEP focused professional development for non-ESL/bilingual teachers
- Conclusions: -Hard to separate effects of urbanicity from effects of LEP students.
- Positive implications of LEP segregation: cost effectiveness, higher priority of specialized services
- Negatives of LEP segregation: no interaction with English speaking classmates, isolation