"The
costs of illegal immigration are being carefully
hidden by Democrats."
Accounting
for these differences reveals that California's
real poverty rate is 20.6 percent – the highest in America, and nearly twice the national
average of 12.7 percent.
"The
public schools indoctrinate their young charges to hate this country and
the rule of law. Illegal aliens continue overwhelming the state,
draining California’s already depleted public services while endangering
our lives, the rule of law, and public safety for all citizens."
Pollak: Educating Illegal Aliens and Their Children Costs L.A. Schools Hundreds of Millions Per Year
3:03
The ongoing strike by the United Teachers Los Angeles (UTLA) union against the Los Angeles Unified School District (LAUSD) is about teacher pay, classroom size, support staff, and especially charter schools, which the union says take money away from the district.
Left unspoken, however, is the cost of educating illegal aliens, and their children — which could amount to hundreds of millions of dollars per year, if not billions, experts say.
Steven A. Camarota, director of research, at the Center for Immigration Studies, told Breitbart News on Friday that “between one-fifth and one-fourth of the students in LAUSD are the children of illegal immigrants — though most of those were born in the U.S.” He said that a smaller percentage of the students (“in the single digits”) are illegal immigrants themselves.
With roughly 700,000 students in the district, at a cost of over $13,000 per student, that means the district could be spending about $1.8 billion annually on educating the children of illegal immigrants. The total annual expenses for the LAUSD in 2017-2018 amounted to $7.52 billion.
The Federation for American Immigration Reform (FAIR) put the cost of educating the children of illegal aliens statewide at over $12 billion in a 2014 study. A significant proportion of those students are served by the LAUSD.
Twenty years before, with a much lower population of illegal aliens, the U.S. General Accounting Office — in a study prepared for then-Sen. Barbara Boxer (D-CA) estimated that California spent $1.6 billion on educating the children of illegal aliens. The cost has increased almost tenfold as the “undocumented” population has grown.
The exact numbers are elusive, but even a conservative estimate would put the costs of educating the children of illegal aliens in the LAUSD in the same ballpark as the costs of charter schools, which unions complain cost the district some $600 million per year in lost funding.
The U.S. Supreme Court held in Plyler v. Doe (1982) that students could not be denied a free public education on the basis of their immigration status.
However, the continued arrival of illegal aliens has arguably strained the public education system — and will continue to do so unless the country’s borders are secured.
Yet no one in L.A. seems to be discussing the problem.
Joel B. Pollak is Senior Editor-at-Large at Breitbart News. He is a winner of the 2018 Robert Novak Journalism Alumni Fellowship. He is also the co-author of How Trump Won: The Inside Story of a Revolution, which is available from Regnery. Follow him on Twitter at @joelpollak.
CALIFORNIA and the RISE OF THE LA RAZA MEXICAN
FASCIST WELFARE STATE
"The costs of illegal immigration are being carefully hidden by Democrats."
Least-Educated
State: California No. 1 in Percentage of Residents 25 and Older Who Never
Finished 9th Grade; No. 50 in High School Graduates
Why the Hispanic Education Gap?
https://www.americanthinker.com/articles/2018/10/why_the_hispanic_education_gap.html
I
obtained financial aid and scholarships to help pay for college and later grad
school. I graduated with my B.A. with almost no
debt. Money was not the issue for me, and if one's willing to jump
through hoops, college can be paid for. The difficulties after
getting into college were in finding peers I could look up to; coming across
ways not to feel inferior to my classmates; discovering where I belonged in a
sea of students who did not share my culture or customs; and finding ways to
separate myself from my family, who constantly needed me.
Subject: Cheap Labor?
This should make everyone think, be you Democrat, Republican or
Independent From a California school teacher.
"As you listen to the news about the student protests over
illegal immigration, there are some things that you should be aware
of: I am in charge of the English-as-a-second-language department at
a large southern California high school which is designated a Title 1 school,
meaning that its students average lower socioeconomic and income
levels. Most of the schools you are hearing about, South Gate High,
Bell Gardens, Huntington Park, etc., where these students are protesting, are
also Title 1 schools. Title 1 schools are on the free breakfast and
free lunch program. When I say free breakfast, I'm not talking a glass of milk
and roll -- but a full breakfast and cereal bar with fruits and juices that
would make a Marriott proud. The waste of this food is monumental, with trays
and trays of it being dumped in the trash uneaten. (OUR TAX DOLLARS AT
WORK) I estimate that well over 50% of these students are obese or
at least moderately overweight. About 75% or more DO have cell phones. The
school also provides day care centers for the unwed teenage pregnant girls
(some as young as 13) so they can attend class without the inconvenience of
having to arrange for babysitters or having family watch their kids. (OUR TAX
DOLLARS AT WORK) I was ordered to spend $700,000 on my department or
risk losing funding for the upcoming year even though there was little need for
anything; my budget was already substantial. I ended up buying new computers
for the computer learning center, half of which, one month later, have been
carved with graffiti by the appreciative students who obviously feel humbled
and grateful to have a free education in America. (OUR TAX DOLLARS A T
WORK) I have had to intervene several times for young and substitute
teachers whose classes consist of many illegal immigrant students here in the
country less then 3 months who raised so much hell with the female teachers,
calling them "Putas" whores and throwing things that the teachers
were in tears. Free medical, free education, free food, day care
etc., etc., etc. Is it any wonder they feel entitled to not only be in this
country but to demand rights, privileges and entitlements? To those who want to
point out how much these illegal immigrants contribute to our society because they
LIKE their gardener and housekeeper and they like to pay less for tomatoes:
spend some time in the real world of illegal immigration and see the TRUE
costs.
CALIFORNIA and the RISE OF THE LA RAZA MEXICAN
FASCIST WELFARE STATE
"The costs of illegal immigration are being carefully hidden by Democrats."
Accounting
for these differences reveals that California's
real poverty rate is 20.6 percent – the highest in America, and nearly twice the national
average of 12.7 percent.
"The
public schools indoctrinate their young charges to hate this country and
the rule of law. Illegal aliens continue overwhelming the state,
draining California’s already depleted public services while endangering
our lives, the rule of law, and public safety for all citizens."
Least-Educated
State: California No. 1 in Percentage of Residents 25 and Older Who Never
Finished 9th Grade; No. 50 in High School Graduates
California Gov. Jerry Brown and
House Minority Leader Nancy Pelosi (D.-Calif.) outside the U.S. Capitol, March
22, 2017. (Getty Images/Alex Wong)
(CNSNews.com) - California ranks
No. 1 among the 50 states for the percentage of its residents 25 and older who
have never completed ninth grade and 50th for the percentage who have graduated
from high school, according to new data from the Census Bureau.
Texas ranks No. 2 for the
percentage of its residents 25 and older who have never completed ninth grade
and 49th for the percentage who have graduated from high school.
9.7 percent of California
residents 25 and older, the Census Bureau says, never completed ninth grade. Only 82.5 percent graduated from
high school.
8.7 percent of Texas residents 25 and older never completed ninth grade, and only 82.8 percent
graduated from high school.
California and Texas—while having
the highest percentages of residents 25 and older who never finished ninth
grade and the lowest percentages who graduated from high school—are the
nation’s two most populous states.
In fact, the 2,510,370 California
residents 25 and older who, according to the Census Bureau, never finished
ninth grade outnumber the entire populations of 15 other states.
In California, children are
required to attend school from six years of age until they are 18.
“California’s compulsory education laws require children between six and eighteen
years of age to attend school, with a limited number of exceptions,” says the California Legislative Analyst’s Office, an agency of the California state government. (The National Center for Education Statistics also indicates that children in California are compelled by law to attend
school from 6 to 18 years of age.)
Massachusetts ranks No. 1 for the
percentage of its residents 25 and older—42.1 percent--who have earned at least
a bachelor’s degree.
These rankings are based on data
from the Census Bureau’s American Community Survey 5-year estimates, which were
released this month.
In the survey, the Census Bureau asks respondents to specify the level of educational attainment for each
individual in their household. The question is: “What is the highest degree or
level of school this person has COMPLETED. Mark (X) ONE box. If currently
enrolled, mark the previous grade or highest degree received.”
The survey form then offers the
respondent multiple options ranging from “no schooling completed” to
“professional degree” or “doctorate degree.” If an individual has not earned a
high school degree, the respondent is asked to specify the highest grade the
individual actually completed—ranging from “nursery school” through “12th
grade—NO DIPLOMA.”
The Census Bureau’s American
Community Survey queries a random sample of more than 3.5 million U.S.
households each year and publishes a one-year estimate for each year. The
five-year estimate, the bureau says, “is a weighted average of the five
one-year estimates.” The newly released five-year estimates are for the period
from 2013 through 2017.
Nationwide, 5.4 percent of
residents 25 and older have never finished ninth grade, according to the latest
five-year estimates.
Ten states exceeded the
nationwide level of residents 25 and older who have never finished ninth grade.
These include: California (9.7 percent), Texas (8.7 percent), New York (6.5
percent), New Mexico (6.5 percent), Kentucky (6.1 percent), Nevada (5.9 percent),
Arizona (5.9 percent), Mississippi (5.6 percent), Rhode Island (5.5 percent),
and Louisiana (5.4 percent).
Wyoming—with 1.8 percent—had
nation’s smallest percentage of residents 25 and older who never finished ninth
grade.
In seventeen states, the percentage
of residents 25 and older who at least graduated from high school was less than
the nationwide percentage of 87.3 percent.
These seventeen states included:
California (82.5 percent), Texas (82.8 percent), Mississippi (83.4 percent),
Louisiana (84.3 percent), New Mexico (85 percent), Kentucky (85.2 percent),
Alabama (85.3 percent), Arkansas (85.6 percent), Nevada (85.8 percent), West
Virginia (85.9 percent), New York (86.1 percent), Georgia (86.3 percent),
Tennessee (86.5 percent), South Carolina (86.5 percent), Arizona (86.5
percent), North Carolina (86.9 percent), and Rhode Island (87.3 percent).
Why the Hispanic Education Gap?
https://www.americanthinker.com/articles/2018/10/why_the_hispanic_education_gap.html
An
article published by the Pew Research Center authored by Jens Manuel Krogstad,
titled "5
Facts about Latinos and Education," states, "Hispanic dropout rate
remains higher than that of Blacks, Whites, and Asians." This
hit home for me, because virtually no one else in my family has a degree –
college or otherwise.
Being
Hispanic, I find it nearly impossible to avoid hearing my own culture being
talked about in the media – especially now that DACA, the border wall, and
Trump are all being discussed, often in one sentence. The one thing
that is rarely talked about is our education system and how Hispanics keep
falling behind. The relationship between our culture and the
educational system needs restructuring.
Hispanic-Americans
are growing in numbers and in cultures. I use the term
"cultures" because Hispanics come in all races and backgrounds, and
because of this, they also have their own varying sets of traditions and
values. Latinos desire an education, but their actions do not
correlate with their aspirations. They want an education but do not
do what is necessary to obtain it. Hispanics are the
majority-minority group in America, yet they have the lowest level of
educational attainment of any major demographic slice of the
U.S. Latinos who do not come from an independent educational
tradition are the ones who get hurt.
There
is a disconnect between our society and our cultural beliefs. Most
Hispanics of my acquaintance understand the importance of getting an education,
but only in so far as it leads to immediate earnings to help take care of the
family. Often these two goals are in conflict, and families will
choose jobs over education. For many Hispanics, including me, a
drive for educational achievement was never something our families cared to
instill. My mother expressed the importance of learning another
language and going to school but always enforced getting a job and helping
support the family as the first priority.
As
the Pew article touched on, Latinos dream of going to college and often do, but
their culture does not push them toward it. Hispanics are told
things like: "That's not for you" or "You have to find a spouse
and have kids and raise them." Rarely are we told things like
"Go after your education." The few that do break from the
cycle and go to college run into a plethora of problems, ranging from the
micro-fiduciary issues to the macro-family issues.
Growing
up, I was always in competition with my cousin Joe, from elementary to high
school. We lived in the same household, and would compare
grades. I always felt inferior. Joe was always making the
grades I could not and reading books beyond his grade level. He
would often go above and beyond with his assignments to ensure an A in every
class. Joe had a thirst for knowledge, and anyone who spoke to him
instantly knew he was going to make something of himself. While he
was a shoe-in for a prestigious college, I would be lucky to get accepted
anywhere.
It
came as a big shock to my family and me when Joe dropped out of high
school. He dropped out because he was bored with the education he
was receiving and it felt like a waste of his time, getting something that
would not mean anything. He later decided to obtain his GED so he
could gain entry into a college for a real education.
Our
high school education system is not challenging our bright minds, but is
instead leading them into a vicious cycle of mediocrity. Over the
years, I found college banal and easy, not because I studied and changed my
ways, but because I took easy courses and easy professors who would help me
obtain that "piece of paper." As I moved up from freshman
to junior year, I noticed a steady decline in grades once I found myself in
more rigorous courses. I fell more and more behind when compared to
my peers. Subsequently, at the community college, my cousin was
bored with the same mediocre teaching methods that caused him to drop out of
high school. Therefore, it came as no surprise when he again dropped
out of school.
Our
paths at one point seemed so intertwined that it is hard to understand what
went wrong. I ultimately graduated, went on to graduate school, and
am now a university professor. Joe, on the other hand, continues to
progress through life without nurturing his natural intellectual
affinity. How did a smart kid, who was bound for success, fail at
something that was second nature to him? Experts keep claiming that
it is a money issue, but in fact, that is the smallest issue. The
big problem had to do with his education and culture.
Growing
up Hispanic, we are told things as children that stay with us through
adulthood. We are told family is everything. You
never turn your back on them and stay nearby because they will always be there
for you. Our parents tell us to want more but do not offer support
when we go after our educational dreams. Frequently, discouraging
remarks are made: "Why are you wasting your time with that, get a
job" or "You could be making money and starting a
family." We do not get a support network. I was able
to see this subtle influence only once I moved away to start grad school in
Indiana, at Purdue University.
I
was not a talented student, or even very smart. My family never
supported my choices or my dream of getting a degree. Sure, they
would say things like "go after it," but the moment it became an
inconvenience, they told me to stop. If it were not for a professor
who saw potential and took an interest in me, I might have been in Joe's shoes
now. My mentor pushed me and challenged me to be
better. Once I left my family, I began to see what was keeping me
down: it was my own beliefs and family. These traits are passed down
from one generation to another in a never-ending cycle. In order to
break that cycle and succeed, I turned my back on my culture and my family.
Joe
stayed close to the family around the same location where he grew
up. He got married, bought a house with his wife, and found jobs
that paid. Those jobs are not writing jobs, but they pay frequently
and often. He became a waiter and later a bartender. He
is able to pay his bills and go on trips. He did everything our
culture wanted him to do. All he had to do was give up on
his dreams of becoming a sports journalist. I, on the other hand,
was not ready to let mine go.
It
was years later that Joe told me he dropped out of college. He got
tired of students leaving after four years of college and knowing as much as
they did when they entered the classroom in year one. He got tired
of professors demanding the very minimum on assignments and giving him a B,
which for many colleges has become the new average. He continued,
"Why would I waste my time working hard to get the same grades as someone
who spends most of his time smoking, getting drunk, and not
studying? I thought college would be harder, but instead it is
exactly like high school." He wanted to be proud of himself and
to be around people who valued an education.
Joe
would not settle for anything less than a real education. It is
because of this that I get so upset that in a diverse class of 22 students,
with eight Hispanics on average, I will have five failing my
class. Too many Hispanics are failing college, and it is not because
they are stupid; it is cultural. My Latino students often give me
legitimate explanations as to why they cannot complete the course, but the
constant excuse is for family reasons. Joe would have been one of
the few Hispanics who would be passing a rigorous college-level
course. Joe was so skilled in a system that shortchanged him in high
school and again in college that he was not able to achieve more. He
might have been a great journalist, but who knows now?
Hispanic-Americans
need to start claiming our educational voices and talking about our educational
system. The problem is not money; it is our attitude toward our
education. Our system needs to know that we are not doing well, but
are indeed languishing behind. Our friends, family, and culture
should adapt, and parents need to be involved in their children's educational
outcomes. If Hispanics are in trouble, so are we all.
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