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Only California, Alaska, and Florida public schools increased their enrollments by more than 10% between 1987 and 1992, for example. Minority enrollments in California made up roughly 46% of all students in 1986 and grew to 55% by 1991. Only the enrollments in the District of Columbia, Hawaii, Mississippi, and New Mexico were proportionately higher in Page xii shares of minority students in either 1986 or 1991, and each of these systems hosted a large number of either African Americans or Hispanics, whereas California's shares were much more diverse (Snyder & Hoffman, 1993).

Only California, Alaska, and Florida public schools increased their enrollments by more than 10% between 1987 and 1992, for example. Minority enrollments in California made up roughly 46% of all students in 1986 and grew to 55% by 1991. Only the enrollments in the District of Columbia, Hawaii, Mississippi, and New Mexico were proportionately higher in Page xii shares of minority students in either 1986 or 1991, and each of these systems hosted a large number of either African Americans or Hispanics, whereas California's shares were much more diverse (Snyder & Hoffman, 1993).

A primary vehicle for this process is the public school system. Although the public schools have always played a role in incorporating newly arriving students, their role is more important than ever before at a time when a high school diploma is the minimum requirement for successful participation in economic life. In this volume Robert Dentler and Anne Hafner examine the responses to immigrant children offered by twelve school districts in the southwest. Although each of the districts is faced with substantial numbers of immigrant students, they differ markedly in their capacity to facilitate the academic progress of these students.

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