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<p>Epiphany, I do not want to start a lengthy debate about the impact of the illegal immigration on school performance–at least not on CC. However, allow me to add that I also happen to live in an area that has been fundamentally affected by the emigration from Mexico and … other southern countries. For what it is worth, this topic of discussion does not lend itself easily to quick assessments and simplistic soundbites, especially when it comes to issues such “not valuing education” or “refusing to learn English.” One typical misconception is considering the illegal immigrants as being part of a homogeneous group, not to mention the substantial number of legal citizens of hispanic origin. </p>
<p>In addition, may I politely suggest to take one quick look at the public reports of the CAHSEE and check the statistics that define the passing rates of Hispanics (assumed to include most illegals and ESL/ELL) and compare the numbers to the same statistics for African-American students. </p>
<p>While the absolute numbers might support the notion that “most” students not passing the test are ESL, using percentages might indicate that the true problems transcends racial distributions. </p>
<p>As far as using “highlights” of the quoted article, I posted the original source as a workable link that included my “highlight” … verbatim!</p>
<p>Oh, and for what it is worth, I also happen to agree with … “The major issue is the system.” And that is the system that you seemingly described as “a system that assumed at [its] inception (& modeled on the basis of) 2 things: an overwhelmingly English-speaking population, and family support” </p>
<p>That is why change is needed.</p>