Although there is increasing public debate about how best to educate immigrant children, much of the discussion proceeds with scant attention to research findings on immigrant children 's acquisition of English, their academic achievements, or the complexities of the acculturation process. This article addresses these topics by reviewing findings from the author's research on West Indian, South Asian, and Mexican students attending U.S. schools, as well as related studies. A major focus is the role of acculturation in shaping students' school performance patterns. Policy implications are discussed.
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