State Funding for Immigrant Education Initiatives in Indiana

1. What percentage of the state budget is allocated towards immigrant education initiatives in Indiana?


According to the Indiana Department of Education, approximately 4.4 percent of the state’s total educational budget is currently allocated towards immigrant education initiatives.

2. How does Indiana ensure equal access to education for undocumented immigrants?


Indiana ensures equal access to education for undocumented immigrants through several measures:

1. Admission Policies: The Indiana Department of Education has established policies that prohibit discrimination against students based on their immigration status. This means that school districts cannot deny enrollment or admission to undocumented students.

2. Free Public Education: The state follows the federal mandate requiring all schools to provide free public education to all students, regardless of their immigration status.

3. In-State Tuition Rates: Undocumented students who have graduated from an Indiana high school and meet other residency requirements are eligible for in-state tuition rates at Indiana public colleges and universities.

4. Financial Aid Opportunities: Undocumented students can also qualify for state financial aid programs, such as the 21st Century Scholars Program and the Frank O’Bannon Grant, if they meet certain criteria.

5. English Language Learner Programs: Indiana offers English language learner programs to help undocumented students with limited English proficiency improve their language skills and succeed in the classroom.

6. Confidentiality Protections: Indiana has laws that protect the confidentiality of student records, including immigration status. This helps ensure that undocumented students’ personal information is kept private and does not affect their academic opportunities.

7. Anti-Bullying Policies: The state has implemented anti-bullying policies to create a safe and inclusive learning environment for all students, regardless of their immigration status or background.

8. Collaborations with Community Organizations: Many school districts in Indiana work closely with community organizations and nonprofits that provide resources and support for immigrant families, including undocumented students.

Overall, Indiana strives to provide equal educational opportunities for all its residents, regardless of immigration status, to promote a diverse and inclusive learning environment for all students.

3. What state programs or policies are in place to support immigrant students in Indiana schools?


Currently, there are no specific state programs or policies in place to support immigrant students in Indiana schools. However, there are some initiatives and resources available that aim to support immigrant students.

1. The Indiana Department of Education’s English Language Learner webpage provides information and resources for educators working with immigrant students. This includes information on English language proficiency assessments, professional development opportunities, and cultural sensitivity training.

2. The Indiana Statewide Cultural Competency Initiative (SCCI) seeks to promote cultural competency among school professionals through ongoing training and education. This initiative aims to address the unique needs of immigrant students and their families by promoting understanding, respect, and appreciation of different cultures.

3. The Newcomer Program is a statewide program designed to help newly arrived immigrant students transition into American schools. This program offers additional language support and assists with cultural adjustment for students who have recently immigrated to the United States.

4. The Indiana Title III Program provides funding for schools to improve instruction for English language learners (ELLs), including recent immigrants.

5. Some school districts in Indiana have established Multicultural Affairs offices or programs that offer support services for diverse student populations, including immigrants.

6. Various community organizations and non-profits also offer programs and support services specifically aimed at supporting immigrant students in Indiana schools. For example, “The Community Learning Center” in Indianapolis offers after-school tutoring, mentoring, and educational workshops for children from refugee and immigrant families.

While there are no specific state policies or programs targeted solely at supporting immigrant students, the above-mentioned initiatives play a crucial role in providing resources and support for these students in Indiana schools.

4. In what ways do language barriers affect funding for immigrant education initiatives in Indiana?


1. Limited access to information: Language barriers can prevent immigrant communities from having full access to information about available funding opportunities for education initiatives in Indiana. This can make it difficult for them to even know about potential funding sources and how to apply for them.

2. Difficulty in understanding eligibility requirements: Funding sources often have specific eligibility criteria that applicants must meet in order to receive funding. However, language barriers can make it difficult for immigrants to understand these requirements, thus hindering their ability to apply for the funding.

3. Challenges in completing application forms: Many funding applications require detailed and complex information to be provided, including financial statements and project proposals. For those who do not have strong English proficiency, completing such forms can be a daunting task and can discourage them from applying for funding.

4. Lack of assistance and support: Immigrants may also face challenges in finding support and guidance during the application process if they are not proficient in English. This lack of support can lead to errors or incomplete applications, thus decreasing their chances of securing the funding.

5. Inadequate representation: Without adequate representation of immigrant populations on funding committees or boards, there is a risk that their specific needs and perspectives may not be taken into consideration during the decision-making process. This could result in funds being allocated towards projects that do not fully address the needs of immigrant communities.

6. Unfavorable evaluation criteria: Some funding sources may use evaluation criteria that disadvantage individuals who are not native English speakers or who come from different cultural backgrounds. This could result in worthy education initiatives led by immigrants being overlooked or receiving lower scores during the selection process.

7. Limited networking opportunities: Building relationships with potential funders is an important aspect of securing educational funding. However, language barriers can limit immigrant communities’ ability to network with key stakeholders and potential donors, thus limiting their opportunities for education-related funding.

8. Stigma and bias: Unfortunately, some funders may hold negative stereotypes or biases towards immigrant populations, which can influence their decision-making when it comes to awarding funding for education initiatives. This could result in unequal distribution of resources and limit the educational opportunities available to immigrant communities.

9. Impacts on project implementation: Additionally, language barriers can also affect the successful implementation of education initiatives that have received funding. Without adequate language support, immigrant communities may face challenges in understanding and implementing the project goals and requirements effectively.

10. Overall disadvantage for immigrants: The challenges posed by language barriers in accessing funding for education initiatives place immigrant communities at a significant disadvantage compared to other communities. This not only limits their ability to access quality education but also perpetuates systemic inequalities in the educational system.

5. How does Indiana address cultural sensitivity and diversity within its immigrant education programming?


Indiana Department of Education (IDOE) prioritizes cultural sensitivity and diversity within its immigrant education programming through various initiatives and policies. Some ways in which Indiana addresses this include:

1. Bilingual Education: IDOE provides support for school districts to offer bilingual education to English Language Learners (ELLs) through the Title III State Grant Program. This program helps ELLs develop proficiency in academic English while maintaining and strengthening their native language.

2. Cultural Competency Training: IDOE offers cultural competency training for educators working with immigrant students and families. This training helps teachers to understand the unique cultural backgrounds, experiences, and needs of their students, and creates a more inclusive learning environment.

3. Multicultural Resources: The IDOE website provides resources for educators to integrate multicultural topics into their curriculum, including suggested lesson plans, books, and other materials that promote understanding and respect for diverse cultures.

4. Partnership with Community Organizations: IDOE partners with community organizations, such as ethnic-based community groups and refugee resettlement agencies, to provide additional support for EL students, including after-school programs, tutoring services, and cultural events.

5. Celebrating Diversity: IDOE promotes diversity by celebrating different cultures through events like National Hispanic Heritage Month, Black History Month, Asian American Pacific Islander Heritage Month, etc. These celebrations foster a sense of pride among the immigrant students and promote cross-cultural understanding among all students.

6. Policies on Inclusive Education: Indiana state law requires schools to provide equal educational opportunities for all students regardless of race or ethnicity. Schools are also required to develop strategies to eliminate discrimination based on race or national origin.

7. Equity Plans: Indiana schools are encouraged to develop equity plans that address diversity issues within their student population. These plans are evaluated regularly by IDOE officials to ensure implementation of strategies that meet the needs of diverse student populations.

Overall, Indiana is committed to promoting cultural sensitivity and diversity within its immigrant education programming and continues to develop strategies to support immigrant students’ success in school.

6. Does Indiana have any partnerships with local immigration organizations to support education initiatives?


There are several partnerships between the state of Indiana and local immigration organizations that support education initiatives. Some examples include:

1. The Indiana Latino Institute (ILI): This is a statewide organization that works to improve the educational outcomes of Latino students in Indiana. ILI partners with schools, districts, and community organizations to implement programs and initiatives that support Latino students, including mentorship programs, college readiness workshops, and family engagement activities.

2. The Immigrant Welcome Center: This Indianapolis-based organization provides various services to immigrants and refugees, including education assistance. They offer adult English language classes, tutoring for children and youth, and academic counseling for students.

3. Conexión Education Program: Conexión is a partnership between the immigrant advocacy group La Plaza and Indiana University-Purdue University Indianapolis (IUPUI) that aims to increase college enrollment rates among Latino students in central Indiana. Through this program, high school students receive assistance with college applications, financial aid information, and college preparation workshops.

4. Refugee Mentorship Program: This program connects refugee students in the Indianapolis Public Schools district with volunteer mentors who provide academic support and guidance throughout the school year.

5. IndyPendencia: This collaboration between Marian University and local community organizations provides undocumented students with resources and support to pursue higher education in Indiana.

6. The Immigrant Learning Center at St. Mary’s College: Located at Saint Mary’s College in Notre Dame, this center offers opportunities for immigrant students to become familiar with U.S. culture and develop skills necessary for academic success.

Overall, these partnerships demonstrate Indiana’s commitment to supporting immigrant students’ educational goals through collaboration with local organizations that understand their unique needs.

7. Are there any specific grants available for schools in Indiana that have high numbers of immigrant students?


Yes, there are several grants specifically for schools in Indiana with high numbers of immigrant students. These include:

1. English Learner (EL) Designated Grant Program: This program provides funds to schools and districts with a significant number of EL students to support language instruction programs, parent engagement, and professional development for teachers.

2. Refugee School Impact Grant: This grant provides funding to schools and districts that have a high number of refugee students to support their academic and social-emotional needs.

3. Title III-A Immigrant Student Education Program: This federal grant provides funding for schools to improve the education outcomes of immigrant students by providing language instruction, academic support, and other services.

4. The Indiana K-12 Dual Language Immersion Program: This grant supports the implementation of dual language immersion programs in schools with a high number of English learners.

5. New American Scholars Program: This state-funded scholarship program provides financial assistance to immigrant or refugee students pursuing an undergraduate degree at an eligible Indiana college or university.

It is recommended that schools contact their local education agency or the Indiana Department of Education for more information on how to apply for these grants.

8. Does immigration status impact a student’s eligibility for state-funded educational resources in Indiana?


In Indiana, immigration status does not impact a student’s eligibility for state-funded educational resources. According to the state’s Department of Education, all students, regardless of their immigration status, have a right to attend public schools and receive educational resources funded by the state.

9. How does Indiana ensure accountability and oversight of funds allocated for immigrant education initiatives?


Indiana ensures accountability and oversight of funds allocated for immigrant education initiatives through several mechanisms:

1. Reporting requirements: Schools and districts that receive funding for immigrant education initiatives are required to report on how the funds were used, including specific programs or services provided to immigrant students.

2. Monitoring and auditing: The Indiana Department of Education conducts regular monitoring visits and audits to ensure that funds are being used appropriately and in accordance with state and federal regulations.

3. Student outcome data: Schools and districts are also required to report on the academic progress of their immigrant students, which helps identify areas where funding may need to be adjusted or reallocated for better outcomes.

4. Program evaluation: Indiana regularly evaluates its immigrant education programs to measure their effectiveness in meeting the needs of immigrant students and ensuring academic success.

5. Stakeholder engagement: The Indiana Department of Education works closely with stakeholders, including community organizations and advocacy groups, to gather feedback and input on how funds are being used and how they can be targeted more effectively.

6. Transparency: All information related to funding for immigrant education initiatives is made publicly available, including budgets, expenditure reports, and program evaluations.

7. Training and technical assistance: The Indiana Department of Education provides training and technical assistance to schools and districts receiving funds for immigrant education initiatives to ensure they understand their responsibilities for accountability.

8. Complaint procedures: If there are concerns or complaints about the use of funds in a particular school or district, there is a process for reporting these issues to the Indiana Department of Education for investigation.

9. Federal oversight: As these funds often come from federal programs such as Title III of the Elementary and Secondary Education Act (ESEA), there is also federal oversight to ensure that funds are being used appropriately according to federal guidelines.

10. What evidence-based strategies does Indiana use to improve academic outcomes for immigrant students?


1. Dual Language Programs: Indiana offers dual language programs in schools to support the academic success of both English language learners (ELLs) and native English speakers. These programs aim to promote bilingualism, biliteracy, and multiculturalism while providing academic instruction in English and another language.

2. English as a New Language (ENL) Instruction: ENL instruction provides targeted language support to ELL students. Indiana’s ENL program includes evidence-based instructional techniques such as sheltered instruction, visual aids, and small group activities that facilitate the development of both academic and social English language skills.

3. Sheltered Instruction Observation Protocol (SIOP): SIOP is a research-based instructional model that focuses on making academic content comprehensible for ELLs. Indiana’s schools use this model to provide a structured approach for teaching academic content while simultaneously developing students’ English proficiency.

4. Professional Development for Educators: The state of Indiana offers professional development opportunities for educators to better support immigrant students in their classrooms. This includes providing training on cultural competency, effective strategies for teaching ELLs, and ways to create inclusive learning environments.

5. Data-Driven Instruction: In order to track the progress of immigrant students, Indiana collects disaggregated data on student outcomes by race, ethnicity, and language proficiency level. This data is used by teachers and administrators to identify areas of improvement and implement targeted interventions for struggling students.

6. Family Engagement: The state encourages schools to involve families of immigrant students in their education by offering translation services and culturally sensitive communication methods. Schools are also encouraged to provide resources and workshops for families to help them understand the education system and how they can support their children’s learning at home.

7. Equity-driven policies: Indiana has several policies aimed at promoting equity in education outcomes for immigrant students, including offering equal access to educational opportunities regardless of immigration status or native language.

8. Individualized Education Plans (IEPs): For students with disabilities who are also English language learners, Indiana offers IEPs that consider the student’s language proficiency when creating goals and accommodations.

9. Career and Technical Education (CTE) Programs: Indiana offers CTE programs that provide pathways to high-paying careers for immigrant students. These programs allow ELLs to develop industry-specific skills while also building their English proficiency.

10. Supporting Immigrant Students’ Mental Health: The state of Indiana recognizes the unique challenges immigrant students face and has resources in place to support their mental health needs. This includes providing access to mental health services and promoting culturally responsive practices in schools.

11. Is additional state funding provided to schools with high concentrations of recently arrived immigrants in Indiana?

There are no specific provisions for additional state funding for schools with high concentrations of recently arrived immigrants in Indiana. However, the state does provide funding for English Language Learners (ELLs) through its Title III program, which supports language instruction and academic achievement for students whose first language is not English. Additionally, schools with a high percentage of ELLs may qualify for federal funds through programs such as Title I, which provides financial assistance to schools with high numbers of students from low-income families. These funds can help support instructional materials and resources specifically tailored to the needs of immigrant and refugee students.

12. Are teachers and staff trained on how to meet the unique needs of immigrant students in Indiana’s schools?

The Indiana Department of Education offers various professional development opportunities for teachers and staff on how to support and meet the unique needs of immigrant students. This includes training on cultural competency, second language acquisition, and diverse instructional strategies to address the specific challenges faced by immigrant students in schools.

Additionally, individual school districts may have their own training programs in place for their teachers and staff to better understand and support immigrant students. It is important for teachers and staff to be knowledgeable and sensitive to the cultural backgrounds, language barriers, and potential trauma that immigrant students may bring with them to school.

Furthermore, it is required by federal law that schools receiving federal funding provide English language instruction for English language learners (ELLs) through specialized programs or services. These programs are designed to help ELLs gain proficiency in English while also providing academic instruction in core content areas. Teachers must be trained on how to effectively implement these programs in order to support the academic success of ELLs.

Overall, while it is ultimately up to individual schools and districts to ensure that teachers and staff are adequately trained on how to meet the unique needs of immigrant students, there are resources and requirements in place at both the state and federal level to support this training.

13. How does lack of federal funding impact state efforts towards supporting immigrant education initiatives in Indiana?


The lack of federal funding can significantly impact state efforts towards supporting immigrant education initiatives in Indiana. Without sufficient federal funding, the state may struggle to provide necessary resources and support to immigrant students, such as ESL classes, culturally responsive curriculum materials, and trained teachers who can understand the unique needs of immigrant students.

One major impact is that it could limit the availability and quality of English as a Second Language (ESL) programs for immigrant students. These programs are crucial for helping non-native English speakers develop language skills and academic proficiency. If there is not enough federal funding available, schools may not have the resources to offer comprehensive and effective ESL programs.

Additionally, lack of federal funding could also limit the ability of schools to provide culturally responsive curriculum materials that reflect the diverse backgrounds and experiences of immigrant students. Without access to such materials, these students may struggle to engage in the curriculum and relate to what they are learning.

Moreover, without adequate federal funding, states may also face challenges in hiring and retaining qualified teachers who are trained to work with immigrant students. Recruiting educators with specialized skills and cultural competency requires financial resources that may not be available without federal support.

Overall, a lack of federal funding for immigrant education initiatives could create significant barriers for state efforts in providing quality education for immigrant students in Indiana. It could ultimately hinder their academic success and limit their opportunities for future success.

14. Does the current political climate affect the availability and allocation of funds for immigrant education initiatives in Indiana?

It is possible that the current political climate may affect the availability and allocation of funds for immigrant education initiatives in Indiana. While funding for these initiatives ultimately depends on state and local budgets, federal policies and political attitudes towards immigrants can influence decisions on resource allocation.

For example, changes in federal immigration policies, such as the rescinding of DACA (Deferred Action for Childhood Arrivals) or the implementation of stricter immigration enforcement measures, may discourage some immigrant families from enrolling their children in school or participating in education programs. This could potentially impact the amount of funding needed for these initiatives.

On the other hand, there may also be increased advocacy and support for immigrant education initiatives in response to anti-immigrant rhetoric and policies. This could lead to an increase in available funds or reallocation of existing resources towards these efforts.

Overall, it is important to closely monitor the political climate and its potential effects on immigrant education funding in order to adequately address the needs of immigrant students and families in Indiana.

15. In what ways are charter or private schools funded by the state addressing the needs of immigrant students in Indiana?


Charter schools and private schools in Indiana are funded in a variety of ways, depending on their specific policies and the state laws. In general, they may be funded through a combination of public funds (such as state and federal grants) and private funds (such as tuition payments, donations, and fundraising).

Some charter schools may have specific programs or initiatives to support immigrant students, such as English as a Second Language (ESL) classes or cultural sensitivity training for staff. Private schools may also offer similar programs or accommodations for immigrant students, but this will vary from school to school. Additionally, charter and private schools must comply with federal regulations regarding services for English Learner (EL) students.

In terms of funding specifically targeted at immigrant students, Indiana provides additional funds to school corporations that have significant numbers of EL students. These funds can be used by charter and private schools within the applicable corporation to support the education of EL students. Charter schools that serve primarily low-income families can also receive funding through federal Title I grants.

Ultimately, it is up to individual charter and private schools in Indiana to determine how they will address the needs of immigrant students within their student body. Some may prioritize resources towards educational programs or services for these students, while others may have a more inclusive approach that benefits all students regardless of their background.

16. How does equitable distribution of funds across different regions within the state impact immigrant students’ access to quality education?


Equitable distribution of funds across different regions within the state can have a direct impact on immigrant students’ access to quality education. Here are some possible ways it could affect them:

1. Better resources and facilities: Equitable distribution of funds ensures that all schools, regardless of their location, have access to necessary resources and facilities. This means that immigrant students in underserved or marginalized areas would have the same access to quality education as those in more affluent areas.

2. Qualified teachers: With equitable distribution of funds, schools in all regions would have the necessary funding to attract and retain qualified teachers. This is especially important for immigrant students who may need extra support and guidance due to language barriers or cultural differences.

3. Support services: Immigrant students often face unique challenges that can affect their educational success. With equitable distribution of funds, schools in all regions would be able to provide support services such as ESL classes, counseling, and cultural sensitivity training for teachers, which can greatly benefit immigrant students’ academic growth.

4. Equal opportunity for extracurricular activities: In many cases, extracurricular activities such as sports teams and clubs provide important opportunities for socialization and skill-building for students. Equitable distribution of funds ensures that schools in lower-income or rural areas also have the resources to offer these activities, providing equal opportunities for all students including immigrants.

5. Access to technology: In today’s increasingly digital world, having access to technology is crucial for academic success. Equitable distribution of funds can ensure that schools in all regions have up-to-date technology and internet access, allowing immigrant students to keep up with their peers and participate fully in their education.

Overall, equitable distribution of funds across different regions within the state can help level the playing field for immigrant students by providing them with equal opportunities and resources for quality education.

17. Is there any data tracking on the effectiveness and impact of state-funded immigrant education programs in improving student outcomes?


Yes, there is data tracking on the effectiveness and impact of state-funded immigrant education programs. Many states collect data on the academic progress of English language learner (ELL) students, which includes immigrant students. This data is used to evaluate the effectiveness of state-funded programs, such as English as a Second Language (ESL) classes and bilingual education programs, in improving student outcomes.

In addition, some states conduct program evaluations or commissioned studies to assess the impact of their immigrant education programs. For example, California has conducted numerous studies on the effectiveness of its various ELL programs, including one that found that students who participated in bilingual education showed greater improvement in English proficiency and academic achievement compared to those who only received ESL instruction.

Furthermore, national-level data from the National Center for Education Statistics (NCES) also tracks ELL student outcomes by state and compares them to non-ELL students. This data can be used to determine if state-funded immigrant education programs are effectively addressing achievement gaps between ELLs and non-ELLs.

Overall, tracking data on the effectiveness and impact of state-funded immigrant education programs is important for assessing their success in promoting academic achievement among immigrant students and informing policy decisions for future program improvements.

18. Are there any legislative efforts being made at the state level to increase funding for immigrant education initiatives in Indiana?


There are no current legislative efforts being made at the state level in Indiana specifically aimed at increasing funding for immigrant education initiatives. However, there are ongoing discussions and debates about overall education funding in the state, which could potentially impact immigrant education initiatives indirectly. Additionally, there may be individual school districts or organizations lobbying for increased funding for specific programs that benefit immigrant students.

19.In what ways does Indiana collaborate with neighboring states to address immigration and education issues affecting immigrant students?


There are several ways in which Indiana collaborates with neighboring states to address immigration and education issues affecting immigrant students. Some of these include:

1. Sharing best practices and resources: Indiana participates in regional meetings and conferences where representatives from different neighboring states come together to discuss and share best practices for serving immigrant students in schools. These meetings provide an opportunity for educators to learn from each other and gather resources that can help improve their approach to supporting immigrant students.

2. Advocating for federal policies: States often work together to advocate for federal policies that positively impact immigrant students at the national level. For example, many states, including Indiana, have joined a coalition led by New York State to urge Congress and the Biden administration to pass comprehensive immigration reform that includes a pathway to citizenship for undocumented immigrants.

3. Collaborating on research projects: Indiana may partner with neighboring states on research projects focused on understanding the specific challenges faced by immigrant students in the region. This collaborative research can help identify common issues and inform effective strategies for addressing them.

4. Cross-state student exchanges: Some neighboring states may collaborate on programs that facilitate cross-state student exchanges between schools with significant populations of immigrant students. This gives students an opportunity to experience different cultures while also learning from their peers in other states.

5. Utilizing regional organizations: Indiana may work closely with regional organizations such as the Midwestern Regional Educational Laboratory (REL) or the Midwestern Comprehensive Center (MWCC) to address education issues affecting immigrant students across multiple states.

6. Participating in joint training initiatives: In some cases, neighboring states may join forces to conduct joint training initiatives or workshops focused on helping educators better support their immigrant student population.

7. Sharing data and information: Finally, neighboring states may share data and information related to their respective immigrant student populations through established networks or platforms (e.g., Midwestern Consortium for International Services). This exchange of data can help inform state-level policies and practices for addressing education and immigration issues affecting immigrant students.

20. How has the state budget for immigrant education initiatives in Indiana evolved over the past decade, and what future developments can be expected?


Answer: The state budget for immigrant education initiatives in Indiana has seen some changes over the past decade. In 2010, the state allocated approximately $5.6 million towards English as a Second Language (ESL) programs and services for immigrant students. This funding was primarily used to support schools in providing language instruction for students with limited English proficiency.

In the following years, there have been fluctuations in funding for immigrant education initiatives. For example, in 2012, the budget for ESL programs was reduced to $4.5 million due to budget cuts. However, in 2014, the state increased funding to $6.2 million.

In recent years, there has been a growing focus on improving educational outcomes for English learners (ELs) in Indiana. This has resulted in an increase in funding for programs that support ELs’ academic and linguistic development. In 2020, the state allocated over $25 million towards bilingual education programs and other initiatives aimed at enhancing language acquisition among ELs.

It is also worth noting that the COVID-19 pandemic has had an impact on funding for immigrant education initiatives in Indiana. As schools shifted to remote learning and faced additional challenges due to the pandemic, there were delays and changes in funding allocations.

Looking ahead, it is anticipated that there will be continued efforts to improve services and support for immigrant students and their families in Indiana’s schools. This may include additional investments into ESL programs and professional development opportunities for educators working with ELs. Additionally, there may be continued support for family engagement efforts and cultural competency training within schools to better serve immigrant student populations.

Overall, while there have been changes and fluctuations in funding over the past decade, it is expected that there will be continued emphasis on meeting the diverse needs of immigrant students in Indiana’s education system moving forward.