As More School Districts Receive Late-Arriving Immigrant and Refugee Students, Report Examines Ways in Which Instructional and Non-Instructional Supports Can Be Optimized

WASHINGTON — Foreign-born students who arrive in the United States during their secondary school years—whether as refugees, unaccompanied minors or via more typical immigration pathways—face daunting hurdles as they seek to juggle learning a new language and culture while also trying to quickly close knowledge gaps and get on track to pass the coursework required to graduate high school.