State Funding for Access to Advanced Placement (AP) Courses for Immigrants in New Jersey

1. How does New Jersey allocate funding for AP courses for immigrant students?

New Jersey does not have a specific allocation for AP courses for immigrant students. However, immigrant students are eligible to receive funding through various state and federal programs that support education, such as Title I funding for schools with high numbers of low-income students and English Learner (EL) funding to support the academic needs of English language learners.

2. Are there any specific resources or programs in New Jersey that assist immigrant students in taking AP courses?
Yes, there are several resources and programs in New Jersey that assist immigrant students in taking AP courses. These include:

– The New Jersey Department of Education’s Office of Bilingual/ESL Education, which provides guidance and support to schools and districts serving linguistically diverse student populations.
– The New Jersey Coalition for Immigrant Students’ Rights (NJ-CISR), which advocates for the rights and needs of immigrant youth in the state’s education system.
– Programs offered by various non-profit organizations such as The International Rescue Committee-New Jersey (IRC-NJ) and the Latin American Legal Defense and Education Fund (LALDEF), which provide academic support, mentorship, and college readiness resources for immigrant students.
– Many school districts offer specialized programs, services, and support specifically tailored to meet the needs of their immigrant student population.

3. Are there any financial assistance or scholarships available for newly arrived immigrant students to take AP courses?
There are some financial assistance options available for newly arrived immigrant students to take AP courses:

– The College Board offers fee reductions for low-income families who qualify under specific income guidelines. Eligible students may pay $15 per exam instead of the regular fee of $94.
– Schools or school districts may also offer scholarships or other forms of financial aid to cover the cost of AP exams for eligible students.
– Non-profit organizations and community groups may offer scholarships or other forms of financial assistance specifically targeted towards supporting immigrant students’ academic pursuits.

2. What criteria does New Jersey use to determine which schools receive funding for AP courses for immigrant students?


New Jersey uses the following criteria to determine which schools receive funding for AP courses for immigrant students:

1. Percentage of immigrant students: Schools with a high percentage of immigrant students are given priority as they may have a greater need for resources to support these students.

2. Districts with low-income student populations: Districts with a high number of low-income students, many of whom may be immigrants, are given priority as they may have fewer resources to support AP courses.

3. Past success in AP programs: Schools that have a track record of successfully supporting and preparing immigrant students for AP courses are given preference.

4. Availability of resources: The state looks at the availability and allocation of resources within each school and district, including teacher expertise, course materials, and technological resources.

5. Student performance data: Student performance data from previous years is also taken into consideration to determine which schools may benefit from additional support in offering AP courses to their immigrant students.

6. School demographics: Schools with diverse student populations, including a significant number of immigrant students, are given preference as this reflects the state’s commitment to providing equal opportunities for all students.

7. Geographic distribution: The state aims to ensure that funding is distributed equitably across different regions in New Jersey, both urban and rural.

8. Collaboration with community organizations: Schools that have partnerships or collaborations with community organizations that support immigrant communities may be eligible for additional funding for AP courses.

9. Capacity for growth: Schools that demonstrate an interest and capacity for expanding their AP course offerings to serve more immigrant students in the future may also receive funding assistance.

3. Is there a specific budget set aside for providing access to AP courses for immigrant students in New Jersey?


The state of New Jersey does not have a specific budget set aside for providing access to AP courses for immigrant students. However, the state does provide funding for educational programs and initiatives aimed at promoting equal opportunities and access to education for all students, including immigrant students. Additionally, schools may use federal Title I funds to support AP programs for low-income and disadvantaged students.

4. Are there any special initiatives or grants available in New Jersey to support AP courses for immigrant students?


Yes, there are several initiatives and grants available in New Jersey to support AP courses for immigrant students:

1. AP Test Fee Waivers: The New Jersey Department of Education provides fee waivers for students who qualify for free or reduced-price lunch to cover the cost of AP exams.

2. ESL/Bilingual Education Program: This program provides resources and support for English Language Learners (ELLs) to improve their English language proficiency and academic achievement. This can help immigrant students succeed in AP courses.

3. Dual Language Immersion Programs: Some schools in New Jersey offer dual language immersion programs where students learn in both English and their native language. This can help immigrant students maintain fluency in their native language while also excelling academically in AP courses.

4. NJ Kids Oughta Be Reading Books!: This grant program, funded by the NJ Education Trust, provides funding for schools to purchase books and other literacy materials to support academic success for ELLs.

5. English Learner Resource Centers: These centers provide resources, training, and professional development opportunities for educators working with ELLs, including those enrolled in AP courses.

6. Bilingual/Multicultural Education Services Division: The New Jersey Department of Education’s Bilingual/Multicultural Education Services Division offers workshops, conferences, and technical assistance to school districts serving large numbers of immigrant students.

7. County Offices of Equity and Multicultural Progress: These offices provide guidance, training, and resources to support equity and diversity within school districts, including programs that support immigrant students in advanced coursework such as AP classes.

5. How does New Jersey ensure that all eligible immigrant students have access to AP courses?


New Jersey has several policies and programs in place to ensure that all eligible immigrant students have access to AP courses:

1. AP Course Fee Reduction Program: New Jersey offers a fee reduction program for low-income students, including immigrant students. This program covers the majority of the cost of AP exams, making them more accessible to students from economically disadvantaged backgrounds.

2. High School Equivalency (HSE) Program: The HSE program allows eligible immigrants who have not completed high school to earn their high school equivalency diploma. This opens up opportunities for these students to enroll in AP courses and potentially earn college credit.

3. English Language Learners (ELL) Programs: Many immigrant students are ELLs, meaning they are still learning English as a second language. To support these students, New Jersey offers specialized programs, such as ESL (English as a Second Language) and bilingual education classes, to help them develop the language skills necessary to succeed in AP courses.

4. Dual Enrollment Programs: New Jersey has dual enrollment programs that allow high school students to take college-level courses and earn both high school and college credits simultaneously. These programs are available to all students, including immigrant students.

5. Equal Access Policies: Schools in New Jersey are required by law to provide equal access to all educational opportunities, regardless of a student’s immigration status or national origin. This includes access to AP courses and exam preparation resources.

6. Outreach and Support Services: The New Jersey Department of Education provides outreach and support services specifically targeted towards immigrant families and communities. These services include information about educational opportunities like AP courses, how parents can get involved in their child’s education, and support for overcoming academic obstacles.

7. Professional Development for Educators: New Jersey provides ongoing training for educators on how best to support diverse populations of students, including immigrants and ELLs. This training includes strategies for teaching AP courses effectively and supporting the unique needs of immigrant students.

Overall, these policies and programs in New Jersey work together to ensure that all eligible immigrant students have access to AP courses and the opportunities they provide for academic success.

6. What measures has New Jersey taken to address any potential barriers or inequalities in access to AP courses for immigrant students?


New Jersey has implemented several measures to address potential barriers and inequalities for immigrant students in accessing AP courses:

1. Increased Outreach and Support: The New Jersey Department of Education has increased outreach efforts to inform immigrant students about the benefits of AP courses and encourage them to enroll. They have also provided support services, such as tutoring and study sessions, to help students succeed in these challenging courses.

2. Professional Development for Educators: Teachers and school counselors receive professional development on how to support immigrant students in preparing for and succeeding in AP courses. This includes strategies for English language learners such as providing language support or accommodations during exams.

3. Affordability Programs: In order to make AP exam fees more accessible for low-income immigrant families, New Jersey offers cost reduction programs. In addition, some schools provide financial assistance for students who are unable to afford the exam fees.

4. Bilingual Bridges Program: The New Jersey Department of Education also offers a Bilingual Bridges program which helps bilingual students take advantage of their language skills to earn college credits through AP courses.

5. Partnership with Colleges/Universities: Some colleges and universities in New Jersey collaborate with high schools to offer dual enrollment options where students can earn college credit by taking AP courses while still in high school.

6. Equity Initiatives: The state’s Office of Equity provides resources and support to schools in order to promote equity, diversity, and inclusion among all student populations including immigrant students taking AP courses.

7. Recognition Programs: To recognize the hard work of immigrant students enrolled in AP coursework, New Jersey holds annual ceremonies honoring top performing Hispanic/Latinx, African American/Black, Asian American/Pacific Islander, Native American/Alaskan Native or Multi-Racial/Multi-Ethnic Students taking college-level classes through the College Board’s Advanced Placement (AP) Program.

8. Language Support on Exams: College Board provides language assistance on exams for English language learners, and schools can request additional accommodations for students with special needs.

Overall, New Jersey is committed to providing equal access and support for immigrant students in AP courses in order to prepare them for college-level coursework and success in the future.

7. Does New Jersey consider the diversity and needs of its immigrant student population when allocating funds for AP courses?


Yes, New Jersey Department of Education considers the diversity and needs of its immigrant student population when allocating funds for AP courses. The department provides a variety of support services and resources to help immigrant students succeed in these courses, including ESOL programs, academic counseling, and accommodations for language barriers. Additionally, some school districts in New Jersey have dedicated funding for AP courses specifically for immigrant students.

8. Are there any partnerships or collaborations between New Jersey and other organizations to increase access to AP courses for immigrants?


Yes, there are several partnerships and collaborations in New Jersey aimed at increasing access to AP courses for immigrants. Some examples include:

1. The New Jersey Department of Education (NJDOE) partners with the College Board to offer a program called “AP Potential,” which identifies students who have the potential to succeed in AP courses. This program helps schools target outreach efforts to underrepresented groups, including immigrants.

2. The NJDOE has also partnered with the Latino Student Fund to provide resources and support for Spanish-speaking families, helping them understand the benefits of AP courses and how to enroll their children in them.

3. Several school districts in New Jersey have formed partnerships with local community organizations that serve immigrant populations, such as churches and community centers, to raise awareness about AP courses and provide support for students and families.

4. Many high schools in New Jersey offer summer bridge programs for incoming freshmen, which are designed specifically for English language learners (ELLs) and help prepare them for success in advanced coursework like AP classes.

5. The Office of Continuing Education at Rutgers University’s School of Arts and Sciences partners with local high schools to offer free AP preparation workshops for ELLs and other underrepresented students.

6. The NJDOE works closely with the U.S. Department of Education’s Office of English Language Acquisition (OELA) to provide professional development opportunities for teachers working with ELLs, including strategies for supporting these students in rigorous courses like AP.

7. In 2010, the NJDOE partnered with Educational Testing Service (ETS) to form the NJAP Outreach Project, which aimed to increase participation among underrepresented groups in both AP coursework and exams.

8. Several non-profit organizations like OneGoal and Equal Opportunity Schools work with schools across New Jersey to identify students who have historically been excluded from taking rigorous courses like AP and provide support for them throughout the application and enrollment process.

9. How does New Jersey monitor the effectiveness of its funding for AP courses among immigrant students?


The New Jersey Department of Education monitors the effectiveness of its funding for AP courses among immigrant students in several ways:

1. Data Collection and Analysis: The NJDOE collects data on the number of immigrant students enrolled in AP courses, as well as their performance on AP exams, through its student information system. This data is regularly analyzed to assess trends and identify areas for improvement.

2. Annual Performance Reports: The NJDOE publishes annual performance reports that include data on AP participation and success rates for different student groups, including immigrants. This allows for a comparison of how immigrant students are performing compared to other student groups.

3. Evaluation of Support Programs: NJDOE periodically evaluates the effectiveness of support programs specifically targeting immigrant students taking AP courses. These evaluations may include surveys and feedback from participants, as well as analysis of student outcomes.

4. Professional Development Opportunities: NJDOE offers professional development opportunities for teachers to enhance their skills in teaching AP courses to diverse student populations, including immigrants. Feedback from these trainings is used to make improvements and adjustments to better serve immigrant students.

5. Collaborations with Community Organizations: The NJDOE works closely with community organizations that support immigrant communities to gather feedback and insights into the needs and challenges faced by immigrant students taking AP courses. This information helps inform decision-making around funding priorities and program development.

6. Statewide Longitudinal Data System (SLDS): The SLDS maintains comprehensive data on all aspects of education in New Jersey, including demographic information, academic performance, course enrollment, and graduation rates for all students. This system allows policymakers to track long-term outcomes for immigrant students who have taken AP courses.

Overall, the NJDOE uses a multi-faceted approach to monitor the effectiveness of its funding for AP courses among immigrant students, using both quantitative data and qualitative feedback from stakeholders in order to continuously improve and provide equitable access to high-quality education opportunities for all students, regardless of their background.

10. Is there a specific process in place to support individual school districts in implementing AP courses for their immigrant student population in New Jersey?


There is no specific process in place to support individual school districts in implementing AP courses for their immigrant student population in New Jersey. However, the state education department and local school districts may provide resources and guidance on how to best incorporate immigrant students into AP programs. Additionally, organizations such as the Council on International Educational Exchange and the National Association of Multicultural Education may offer training and resources for school administrators, teachers, and counselors to better support immigrant students’ participation in AP courses. Individual schools or districts may also develop their own plans and strategies to increase accessibility and success for immigrant students in AP courses based on their unique demographics and needs.

11. Has the distribution of state funding towards AP courses for immigrants changed over time in New Jersey?


I’m sorry, but I cannot provide information on changes over time as my database is limited to current data. My apologies.

12. What steps has New Jersey taken to ensure equitable distribution of funds across different regions within the state, with regards to providing access to AP courses for immigrants?


1. Encouraging Enrollment in AP Courses: The New Jersey Department of Education (NJDOE) has actively encouraged schools and districts to increase enrollment in AP courses among traditionally underrepresented student groups, including immigrants.

2. Providing Funding for AP Exam Fees: The NJDOE provides funding for AP exam fees to low-income students through its Advanced Placement Test Fee Program, which ensures that all students have equitable access to the exams.

3. Creating Equity Teams: Many districts in New Jersey have established equity teams that work towards ensuring equal opportunities for all students, regardless of their background. These teams monitor participation and success rates in AP courses and take steps to address any disparities.

4. Offering Professional Development: The NJDOE offers professional development opportunities for teachers to help them better support immigrant students in their AP courses. This includes training on effective teaching strategies for English Language Learners (ELLs) and cultural competency.

5. Providing Access to Resources: The state has also invested in resources specifically tailored for ELLs taking AP courses, such as translated materials and study guides.

6. Collaborating with Community Organizations: The NJDOE works closely with community organizations serving immigrant populations to identify barriers to accessing AP courses and develop solutions.

7. Implementing Specialized Programs: Some districts have created specialized programs, such as bilingual or dual-language immersion programs, that provide additional support for ELLs taking AP courses.

8. Incentivizing Participation: Some districts offer incentives, such as scholarships or recognition ceremonies, to encourage more immigrant students to enroll in AP courses.

9.Signal Success Stories: To encourage more immigrant students to take AP courses, the NJDOE regularly highlights success stories of immigrant students who have excelled in these rigorous courses.

10. Fostering Partnerships with Higher Education Institutions: The state has also fostered partnerships with local colleges and universities to provide opportunities for high school students, including immigrants, to earn college credit through AP courses.

11. Conducting Research and Data Analysis: The NJDOE regularly conducts research and data analysis to monitor the participation and success rates of immigrant students in AP courses and identify any gaps or disparities.

12. Continuous Evaluation and Improvement: The state continues to evaluate its policies and programs to promote equitable access to AP courses for immigrants, making changes as needed to ensure all students have the opportunity to succeed.

13. Are there any criteria or requirements that schools must meet in order to receive state funding for AP courses specifically targeting immigrants?


Yes, there may be certain criteria and requirements that schools must meet in order to receive state funding for AP courses targeted towards immigrants. These can vary depending on the state and the specific program or funding source. Some possible requirements could include having a certain percentage of immigrant students enrolled in the course, demonstrating a need for additional support for immigrant students, providing culturally responsive instruction, or aligning the course content with state academic standards. Schools may also need to submit an application or proposal outlining how they plan to use the funds and ensure the success of the program. It is best to check with your state’s education department or specific funding program for more details on any specific requirements.

14. Does the funding allocated by New Jersey towards AP courses take into account the various challenges faced by refugee and undocumented immigrant students?

It is not specified in state policy whether the funding allocated towards AP courses in New Jersey takes into account the specific challenges faced by refugee and undocumented immigrant students. However, New Jersey does have programs and resources in place to support these populations, such as English Language Learner (ELL) programs and specialized supports for immigrant and refugee students. Additionally, many schools may offer financial assistance or fee waivers for students who cannot afford AP exams or other related fees.

15. Have there been any notable successes seen as a result of increased state funding towards access of advanced placement coursework among minority and underserved populations such as immigrants and refugees?


Yes, there have been notable successes seen as a result of increased state funding towards access of advanced placement coursework among minority and underserved populations such as immigrants and refugees. Some examples include:

1. Increased participation and passing rates: Studies have shown that increased state funding for advanced placement courses has led to an increase in participation among minority and underserved students, as well as higher passing rates on the AP exams. This indicates that more students are being given the opportunity to challenge themselves with rigorous coursework and achieve success.

2. Bridging the achievement gap: State funding for advanced placement programs has also been successful in bridging the achievement gap between underrepresented students and their peers. By increasing access to AP courses, more students from disadvantaged backgrounds are able to enroll in college-level courses and perform at the same level as their peers, thus reducing disparities in academic achievement.

3. Increased college readiness: Advanced placement coursework is designed to be equivalent to introductory college-level courses, so by providing access to these courses for minority and underserved students, states are preparing them for the rigor of college-level work. This can lead to improved college readiness among these groups.

4. Higher college enrollment rates: Studies have found that students who take AP courses are more likely to enroll in college after high school compared to their non-AP peers. This is particularly true for minority and underserved students who previously may not have considered themselves capable or ready for higher education.

5. Academic empowerment: Providing access to advanced placement coursework can also have a positive impact on student attitudes towards education. By challenging themselves with rigorous coursework and succeeding, underrepresented students may feel more confident in their abilities and motivated to continue pursuing academic excellence.

In summary, increased state funding towards access of advanced placement coursework among minority and underserved populations has resulted in higher participation rates, improved performance on AP exams, reduced achievement gaps, greater college readiness, increased college enrollment rates, and empowered student attitudes towards education.

16. In what ways does the state evaluate whether the funds allocated towards increasing accessibility of AP courses for immigrant students have been effective?


The state may evaluate the effectiveness of funds allocated towards increasing accessibility of AP courses for immigrant students in a variety of ways, including:

1. Increase in enrollment: The state may track the number of immigrant students enrolling in AP courses after the implementation of the program and compare it to previous years. An increase in enrollment would suggest that the funds have been effective in making AP courses more accessible for immigrant students.

2. Success rate: The state may also evaluate the success rate of immigrant students enrolled in AP courses, such as their pass rates on exams or grades in the course. If there is a significant improvement compared to previous years, it could indicate that the funds allocated have helped improve accessibility and support for these students.

3. Diversity among AP students: The state may also assess whether there has been an increase in diversity among students taking AP courses, specifically looking at representation from immigrant communities. A more diverse pool of AP students would demonstrate improved accessibility for these groups.

4. Survey feedback: The state could conduct surveys with immigrant students who have taken AP courses to gather their feedback on how they perceive the changes made through the funding allocation. This would provide insight into whether the support provided has been effective and helpful for them.

5. College credit attainment: Another way to evaluate effectiveness would be to track whether more immigrant students are earning college credit through passing their AP exams, which is a key motivation for many students to take these classes.

6. Graduation rates: Higher education officials may examine graduation rates among immigrant students who took AP classes versus those who did not, as studies have shown that taking challenging coursework can positively impact graduation rates.

7. Long-term success: Finally, long-term success indicators such as college admission and job placement can also be used to assess if increased accessibility to AP courses has contributed to better outcomes for immigrant students overall.

17. How frequently and by what means does the state measure the rate of enrollment and success of immigrant students in AP courses after receiving state funding?


It is unclear how frequently and by what means the state measures the rate of enrollment and success of immigrant students in AP courses after receiving state funding. This information may vary depending on the specific state and its education system. Some possible ways that a state may track this data could include:
– Conducting surveys or interviews with immigrant students to gather their enrollment and success rates in AP courses.
– Collecting data from schools on the number of immigrant students enrolled in AP courses and their completion rates.
– Analyzing annual reports from schools or school districts on the overall performance of immigrant students in AP courses.
– Tracking graduation rates for immigrants who have completed AP courses, as successful completion can be an indicator of academic success overall.
– Utilizing standardized test scores to measure the academic progress of immigrant students taking AP courses.
The frequency at which these measures are taken may also vary, as some states may prioritize collecting this data more frequently than others. It is important for states to regularly monitor the enrollment and success rates of immigrant students in AP courses to ensure they are receiving equal access to educational opportunities and support.

18. What are the long term goals and objectives set by New Jersey regarding increased access to advanced placement opportunities for immigrant populations?


According to the New Jersey Department of Education, the long term goal for increased access to advanced placement opportunities for immigrant populations includes increasing the number and diversity of students participating in AP courses, with a focus on traditionally underrepresented groups. This will be achieved through targeted outreach and support programs, professional development for teachers, and collaboration with community organizations.

Some specific objectives include:

1. Increasing the number of schools offering AP courses in areas with high concentrations of immigrant students.
2. Providing training and resources for counselors and administrators to identify potential candidates for AP courses among immigrant populations.
3. Developing supports and accommodations to ensure equitable access to rigorous coursework for English language learners (ELLs) and other immigrant students.
4. Encouraging schools to offer Pre-AP courses or other preparatory programs to help smooth the transition into AP coursework.
5. Collaborating with community organizations, including those serving immigrant populations, to raise awareness about the benefits of AP courses and provide support for students and families.
6. Expanding virtual AP course offerings to increase access for students who may not have these opportunities available at their school.
7. Tracking data on participation and performance of immigrant students in AP courses, and using this information to inform future efforts.
8. Promoting cultural competence among teachers and staff working with immigrant students by providing professional development related to diverse cultures and backgrounds.
9. Providing financial assistance or reduced fees for low-income immigrant students taking AP exams.
10. Evaluating the impact of these efforts through ongoing assessment measures such as course completion rates, exam scores, and college enrollment data.

19. Are there any plans in place to expand and improve upon current initiatives surrounding state funding for AP courses among immigrants in New Jersey?


I am not aware of any specific plans in place to expand or improve upon current initiatives surrounding state funding for AP courses among immigrants in New Jersey. However, the state does have several programs and initiatives in place to support immigrant students and increase access to advanced coursework, including AP courses:

1. NJIT’s Educational Opportunity Program (EOP): This program provides financial assistance and academic support services for first-generation college students, including many students from immigrant backgrounds.

2. The Office of Civil Rights: This office within the New Jersey Department of Education works to ensure equal educational opportunities for all students, including those from immigrant families.

3. Dual Credit Programs: Many high schools in New Jersey offer dual credit programs where students can earn both high school and college credits while still in high school. These programs help prepare students for advanced coursework such as AP courses.

4. Advanced Placement (AP) Incentive Program: This program offers incentives to schools with a significant population of low-income students, including many immigrants, to encourage them to offer AP courses.

While there may not be specific plans in place to expand these initiatives, it is likely that the state will continue to prioritize providing support for immigrant students and increasing access to advanced coursework like AP classes. Additionally, advocacy groups and community organizations may also be working towards expanding funding for AP courses among immigrants in New Jersey through policy changes or grassroots efforts. It is important for interested individuals or community organizations to stay informed about any potential developments and actively advocate for increased resources and support for immigrant students in the state.

20. What role can community feedback and input play in shaping future decisions regarding state funding towards access to AP coursework among immigrant students in New Jersey?

Community feedback and input can play a significant role in shaping future decisions regarding state funding towards access to AP coursework among immigrant students in New Jersey. This is because community members, especially those directly impacted by the issue, have valuable insights and perspectives that can inform policy makers and education officials on what strategies are effective and needed to increase access to AP coursework for immigrant students.

Firstly, community feedback can help identify the specific barriers and challenges faced by immigrant students when it comes to accessing AP coursework. Different communities may face different obstacles, such as language barriers, lack of information about the program, or financial difficulties. By gathering feedback from various stakeholders, policymakers can gain a better understanding of the most pressing issues and make informed decisions on how to address them.

Secondly, community feedback can also shed light on potential solutions and strategies that have worked for other immigrant communities. For example, if a certain school or district has successfully implemented programs or initiatives to increase AP participation among immigrant students, this information can be shared with other schools or districts facing similar challenges.

Additionally, involving the community in decision-making processes can help build trust between policymakers and the communities they serve. This collaboration communicates a sense of inclusivity and recognition of the importance of their voices in shaping policies that affect them.

Community feedback can also serve as a measure of accountability for education officials. Ongoing engagement with community members ensures that their needs are being heard and addressed effectively. It also allows for continuous evaluation of the impact of policies and initiatives aimed at increasing access to AP coursework for immigrant students.

In conclusion, community feedback and input are crucial in shaping future decisions regarding state funding towards access to AP coursework among immigrant students in New Jersey. By including diverse perspectives and experiences from the affected communities, policymakers can develop more targeted and effective strategies to support immigrant students’ academic success.