A report analyzing the segregation of Limited English Proficient (LEP) students in U.S. elementary schools. The analysis reveals that nearly 70% of LEP children are concentrated in only 10% of schools. The report was authored by Clemencia Cosentino de Cohen and discusses implications for the No Child Left Behind Act.
Use Cases
- Analyze patterns of student segregation based on LEP status mentioned in the description
- Model school resource challenges based on urban, low-income, and minority student demographics
- Assess policy implementation for the No Child Left Behind Act based on school accountability data
Strengths
- Report provides a specific finding: nearly 70% of LEP students are in 10% of schools
- Analysis compares distinct school types: High-LEP, Low-LEP, and No-LEP schools
Limitations
- Column-level documentation is absent; field semantics must be inferred after download
- Row count is unknown, which may limit suitability assessment
- Last update date is unknown; freshness unverified
Provenance
- Source
- Clemencia Cosentino de Cohen
- Collection Method
- null
- Time Range
- null
- Freshness
- null
- Geography
- United States (inferred from analysis of U.S. federal policy)