A Comparative Study of Chicago and Madrid
Edited By Francisco Velasco Caballero and María de los Angeles Torres
Chapter Seven: Immigrant Education Policies in the Chicago Metropolitan Area
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Immigrant Education Policies in the Chicago Metropolitan Area
NILDA FLORES-GONZALEZ, UNIVERSITY OF ILLINOIS AT CHICAGO JULIO CAPELES, UNIVERSITY OF ILLINOIS AT CHICAGO CAROLINA CALVILLO, UNIVERSITY OF ILLINOIS AT CHICAGO RAJHAI WILSON, UNIVERSITY OF ILLINOIS AT CHICAGO IRMA OLMEDO, UNIVERSITY OF ILLINOIS AT CHICAGO
In the United States, schools are the premier integrative public institution, as they are mandated to educate all children, including immigrant children. As such, they are also the gatekeepers to immigrant incorporation and play an important role in the integration or further marginalization of immigrants. Despite its central role in the integration of immigrants, schools across the U.S. vary greatly in their approach and implementation of educational policy. Because policies are not uniform, there is great disparity in the educational experiences of immigrant students across schools, districts, and states. In this chapter, we examine how Chicago and several of its suburbs approach the education of their growing immigrant student population. First, we provide background on federal and state policies that address the education of immigrant students. Second, we examine district policies that lead to unequal educational opportunities for immigrant students across school districts in the Chicago Metropolitan Area.