Investigando Diferencias: Exploring Variation in Limited-English Proficiency among Latino Youth in the United States

Andrea Salas & Dr. Luis Sanchez


Demographically, the dispersion of Latino groups in new and established destinations in the U.S has increased dramatically since the late twentieth century. However, limited research has been conducted on school attending Latino youth with Limited-English proficiency by age and destination type. This is remarkable especially since a majority of Latino youth that attend elementary and secondary schools carry the highest populations of LEP students being placed in English as a Second Language (ESL) programs. Utilizing national samples of Latino students between the ages 5-15 from the 1990 and 2000 U.S Census and the five-year estimates from the 2008-2012 and 2015-2019 American Community Survey (ACS), the main objectives of this research is to evaluate the proportion of Mexican, Guatemalan, Salvadoran, and Honduran school attending individuals that have Limited-English proficiency (LEP) and whether that proportion has changed between 1990 and 2017. Additionally, this research will examine the likelihood of being a limited-English speaker among Latinos between U.S settlement states categorized as “established” and “new” destinations simultaneously making comparisons among various factors associated with LEP status. My preliminary finding is that the percent of LEP students has declined since 1990 nationwide, however when controlling for specific groups and individual factors, these findings seemingly fluctuate over time.


Session 2

1:30pm – 2:45pm

Del Norte Hall

Room A: 1555

Leave a Reply

Your email address will not be published. Required fields are marked *