Key points are not available for this paper at this time.
As a bilingual resource teacher, I have been concerned about problems facing students of Mexican descent in U.S. schools. Why is the dropout rate higher for Mexican students than it is for Anglos? Why are test scores so much lower? Why are so many bilingual education programs subtractive in their effect—emphasizing the learning of English versus the maintenance and development of two languages?
Martha Floyd-Tenery (1995) studied this question.