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Arizona State University Knowledge Enterprise. My mother immigrated to the United States when she was 16, in May of 1943. I am sure that this is not true, but she graduated and went on to get a doctorate in psychology. I have spent the past 20 years teaching immigrant high schoolers, many of those years in California, where 23 percent of K-12 students are English learners. When we talk about educating immigrant students, we focus almost entirely on teaching them English, but for many students the needs run deeper. In 2012, I taught at the Fremont High School Newcomers Program in the Fruitvale neighborhood of East Oakland.
My students there were Mayans from Guatemala, who had had so little formal schooling we needed to teach some of them the alphabet. But they were not empty-handed. They also brought with them hope, resilience, and an ability to rely on their community that was rare in their adopted neighborhoods. The idea for newcomer high schools and programs within regular high schools took off in the 1970s because this focused instruction proved so effective at helping students integrate linguistically and culturally. No Child Left Behind Act.