A r c h i v e d  I n f o r m a t i o n

School Reform and Student Diversity - September 1995

Table 1
Case Study Research Area #1A: The Context for Reform
Demographic Conditions at the Elementary Grades, 1993-94

CHARACTERISTIC
DEL NORTE
HOLLIBROOK
LINDA VISTA
INTER-AMERICAN
Community Context Border community, port of entry. Low-income neighborhood in high-income district. Port of entry, low income. Inner-city magnet school drawing from a variety of neighborhoods.
Grade Span
K-6
preK-5
preK-6
preK-8
Total Enrollment
650
1000
950
650
Ethnicities (%) Hispanic (91.8%)
African American (4.5%)
White (3.7%) 		Hispanic (85%)
White (12%) 		Southeast Asian (44%)
Hispanic (38%)
White (7%)
African American (5%) 		Hispanic (69%)
White (17%)
African American (13%)
% LEP
40%
67%
66%
36%
Languages (% of LEP Students)
Spanish (100%)
Spanish (100%)
Spanish (50%)
Hmong (22%)
Vietnamese (16%)
Lao (6%)
Spanish (100%)
% Eligible for Free or Reduced-Price Lunch
85%
87%
(Economically Disadvantaged)
88%
56%
Background of LEP Students An estimated 6% of the LEP students were recent immigrants; the majority of the remaining students were born in the U.S. Most late arrivals were literate in Spanish. Most families were first generation immigrants; the children were born here to Mexican parents. Some entering LEP students were born in the US, but most were recent immigrants, either political or economic refugees. Some entering LEP students were born in the US, but most were recent immigrants. Approximately 30% were from Mexico; 25% were from Puerto Rico; 5% were from Cuba; and 27% percent were from other Latin American countries.
Actual Attendance
96.7%
97.2% (1992-93)
95.8%
95% (1992-93)
Transiency/Mobility Very stableMedium to high mobility (30%) Medium to high mobility Stable (11.3%, 1992-93)

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[Appendix: Cross-Site Analysis Tables] [Table of Contents] [Table 2 Case Study Research Area #1B: The Context for Reform Factors Affecting Implementation at the Elementary Grades]