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 9

Case Study Research Area #1A: The Context for Reform
Demographic Conditions at the Middle Grades

CHARACTERISTIC GRAHAM AND
PARKS		 HANSHAW HORACE MANN WIGGS
Community Context Magnet school in urban, but not impoverished, setting Low income, agricultural and service-oriented economy, high unemployment, gangs Inner-city magnet school mostly low income with growing middle income population Port of entry, border community, mostly low income
Grade Span
K-8
7-8
6-8
6-8
Total Enrollment
365
860
650
975
Ethnicities (%) White (46%)
Black (45%)
Hispanic (5%)
Asian (4%) 		Hispanic (56%)
White (26%)
Asian (11%)
African American (5%) 		Hispanic (38%)
White (20%)
Chinese (14%) African American (9%)
Filipino (6%) 		Hispanic (89%)
White (10%)
% LEP
17%
29%
24%
28%
Languages (% of LEP Students) Haitian Creole (100%) Spanish (79%)
Cambodian (10%) Lao (5%)
Hmong (3%) 		Spanish (63%)
Cantonese (23%)
Other Chinese (7%) 		Spanish (100%)
% Eligible for Free or Reduced-Fee Lunch
35%
94%
15%

(Free Lunch only)
73%

(Economically Disadvantaged)
Background of LEP Students Political refugees from Haiti Mostly immigrants, some born in US; many children of migrant workers Mostly immigrants from Mexico, Central America, and China; some born in US Immigrants from Mexico; a few may have been born in US
Attendance
96.0%
93.4%
95.6%
95.3%
Transiency/Mobility Stable, except for new Haitian immigrants High mobility Very stable, trickle of new immigrants enter during the year Medium mobility, new immigrants enter throughout the year

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[Table 8 Case Study Research Area #5: Impact of the Reform at the Elementary Grades] [Table of Contents] [Table 10 Case Study Research Area #1B: The Context for Reform Factors Affecting Implementation at the Middle Grades]