The nation's 50 flagship universities serve disproportionately fewer low-income and minority students than in the past, according to this report by the Education Trust. Students in the entering and graduating classes at these schools look less and less like the state populations those universities were created to serve. The study shows how financial aid choices made by these prestigious public universities result in higher barriers to college enrollment and success among low-income students and students of color.

The nation's 50 flagship universities serve disproportionately fewer low-income and minority students than in the past, according to this report by the Education Trust. Students in the entering and graduating classes at these schools look less and less like the state populations those universities were created to serve. The study shows how financial aid choices made by these prestigious public universities result in higher barriers to college enrollment and success among low-income students and students of color.

In March 1998 the Center for Impact Research (formerly Taylor Institute), along with Women Employed Institute, published a research report, (A Second Chance: Improving Chicago's GED Performance), detailing the low number of Chicagoans each year who either try for or pass the GED examination. GED, which stands for Tests of General Educational Development, is a 7.5 hour- test that enables adults who have not succeeded the first time around in school to obtain a high school equivalency certificate. The GED was developed in 1942 as a response to an emergency -- the return of World War II veterans who had not earned a high school diploma before they left to serve their country, and who faced economic hardship as a result.

The report found that only 2.15% of those needing the GED took the test in Chicago in 1996. Chicago's percentage equals the national average, although higher percentages tried for the credential in three cities -- Philadelphia, Los Angeles, and Miami. However, only 64% of those who took the GED test passed in Illinois in 1996, ranking the state 42nd worst. Chicago's 46% pass rate considerably lagged behind the state rate and puts Chicago near the bottom when compared with ten major U. S. cities.

In focus group discussions, Chicago adult literacy and job training groups were asked why more adults don't take and pass the GED in Chicago. The groups consistently sited four factors: length and inflexibility of most GED prep classes in Cook County; lack of up-front diagnostic information to help adults decide whether they are ready to take the test; long waits to take the GED test; and low number of accessible GED testing sites in Chicago, with no downtown Chicago site. A January 13, 1998 telephone call to the Cook County automated GED information system revealed that the next open test date at any of the Cook County GED test locations was more than a month away. Of these sites, only three were in the city itself. These were Daley College (75th and Pulaski), Olive-Harvey College (103rd and Woodlawn), and Wright College (Montrose and Narragansett), all sites in far-flung locations difficult to reach for many test-takers. At the closest site, Daley College, the wait was almost four months long.

In March 1998 the Center for Impact Research (formerly Taylor Institute), along with Women Employed Institute, published a research report, (A Second Chance: Improving Chicago's GED Performance), detailing the low number of Chicagoans each year who either try for or pass the GED examination. GED, which stands for Tests of General Educational Development, is a 7.5 hour- test that enables adults who have not succeeded the first time around in school to obtain a high school equivalency certificate. The GED was developed in 1942 as a response to an emergency -- the return of World War II veterans who had not earned a high school diploma before they left to serve their country, and who faced economic hardship as a result.

The report found that only 2.15% of those needing the GED took the test in Chicago in 1996. Chicago's percentage equals the national average, although higher percentages tried for the credential in three cities -- Philadelphia, Los Angeles, and Miami. However, only 64% of those who took the GED test passed in Illinois in 1996, ranking the state 42nd worst. Chicago's 46% pass rate considerably lagged behind the state rate and puts Chicago near the bottom when compared with ten major U. S. cities.

In focus group discussions, Chicago adult literacy and job training groups were asked why more adults don't take and pass the GED in Chicago. The groups consistently sited four factors: length and inflexibility of most GED prep classes in Cook County; lack of up-front diagnostic information to help adults decide whether they are ready to take the test; long waits to take the GED test; and low number of accessible GED testing sites in Chicago, with no downtown Chicago site. A January 13, 1998 telephone call to the Cook County automated GED information system revealed that the next open test date at any of the Cook County GED test locations was more than a month away. Of these sites, only three were in the city itself. These were Daley College (75th and Pulaski), Olive-Harvey College (103rd and Woodlawn), and Wright College (Montrose and Narragansett), all sites in far-flung locations difficult to reach for many test-takers. At the closest site, Daley College, the wait was almost four months long.

In March 1998 the Center for Impact Research (formerly Taylor Institute), along with Women Employed Institute, published a research report, (A Second Chance: Improving Chicago's GED Performance), detailing the low number of Chicagoans each year who either try for or pass the GED examination. GED, which stands for Tests of General Educational Development, is a 7.5 hour- test that enables adults who have not succeeded the first time around in school to obtain a high school equivalency certificate. The GED was developed in 1942 as a response to an emergency -- the return of World War II veterans who had not earned a high school diploma before they left to serve their country, and who faced economic hardship as a result.

The report found that only 2.15% of those needing the GED took the test in Chicago in 1996. Chicago's percentage equals the national average, although higher percentages tried for the credential in three cities -- Philadelphia, Los Angeles, and Miami. However, only 64% of those who took the GED test passed in Illinois in 1996, ranking the state 42nd worst. Chicago's 46% pass rate considerably lagged behind the state rate and puts Chicago near the bottom when compared with ten major U. S. cities.

In focus group discussions, Chicago adult literacy and job training groups were asked why more adults don't take and pass the GED in Chicago. The groups consistently sited four factors: length and inflexibility of most GED prep classes in Cook County; lack of up-front diagnostic information to help adults decide whether they are ready to take the test; long waits to take the GED test; and low number of accessible GED testing sites in Chicago, with no downtown Chicago site. A January 13, 1998 telephone call to the Cook County automated GED information system revealed that the next open test date at any of the Cook County GED test locations was more than a month away. Of these sites, only three were in the city itself. These were Daley College (75th and Pulaski), Olive-Harvey College (103rd and Woodlawn), and Wright College (Montrose and Narragansett), all sites in far-flung locations difficult to reach for many test-takers. At the closest site, Daley College, the wait was almost four months long.

Immigrants from all over the world are continuing to move to Illinois in large numbers. As they settle into an increasingly diverse range of communities within metropolitan Chicago, this expansion of ports of entry creates new challenges for the state and local communities in assessing and meeting their needs.

In 2000-2001 the Center for Impact Research (CIR) conducted research to address the following questions:

-- Where are immigrants in northeastern Illinois moving and how does the migration pattern today differ from previous trends?

-- How many immigrants are in need of English to Speakers of Other Languages (ESOL) instruction? Where do these immigrants reside?

-- What barriers can be identified that prevent or make it difficult for immigrants to learn English?

-- What are the employment patterns of immigrants that might affect their ability to have time or access to Speakers of Other Languages (ESOL)?

Methodology: CIR analyzed demographic data, primarily to establish the communities in northeastern Illinois that needed to be targeted for further investigation. Material consisted of Census data from 1990 and 2000, Current Population Surveys from 1994-1998, as well as information from academics, demographers, and community leaders who were able to provide more accurate and up-to-date information about immigration patterns and trends.

To determine experiences with, and barriers to ESOL instruction, CIR conducted 76 interviews with immigrant service organizations and ESOL providers in the Chicago metropolitan area. In addition, CIR conducted 37 interviews with Mexican and Polish immigrants throughout the region and with Chinese immigrants in Chicago to confirm or validate information from social service providers and to further identify barriers and issues around ESOL instruction. Lastly, McHenry County College, at our request, administered a written survey in Spanish to 200 immigrants in ESOL classes at the college.

This report presents the findings from this research. As ESOL providers work to meet the needs of their students while maintaining the integrity and professionalism of their instruction, the thoughts and opinions of ESOL students and other immigrants in the Chicago metropolitan area enrich the discussion of issues under consideration by policy makers, funders, and ESOL learning centers.

Immigrants from all over the world are continuing to move to Illinois in large numbers. As they settle into an increasingly diverse range of communities within metropolitan Chicago, this expansion of ports of entry creates new challenges for the state and local communities in assessing and meeting their needs.

In 2000-2001 the Center for Impact Research (CIR) conducted research to address the following questions:

-- Where are immigrants in northeastern Illinois moving and how does the migration pattern today differ from previous trends?

-- How many immigrants are in need of English to Speakers of Other Languages (ESOL) instruction? Where do these immigrants reside?

-- What barriers can be identified that prevent or make it difficult for immigrants to learn English?

-- What are the employment patterns of immigrants that might affect their ability to have time or access to Speakers of Other Languages (ESOL)?

Methodology: CIR analyzed demographic data, primarily to establish the communities in northeastern Illinois that needed to be targeted for further investigation. Material consisted of Census data from 1990 and 2000, Current Population Surveys from 1994-1998, as well as information from academics, demographers, and community leaders who were able to provide more accurate and up-to-date information about immigration patterns and trends.

To determine experiences with, and barriers to ESOL instruction, CIR conducted 76 interviews with immigrant service organizations and ESOL providers in the Chicago metropolitan area. In addition, CIR conducted 37 interviews with Mexican and Polish immigrants throughout the region and with Chinese immigrants in Chicago to confirm or validate information from social service providers and to further identify barriers and issues around ESOL instruction. Lastly, McHenry County College, at our request, administered a written survey in Spanish to 200 immigrants in ESOL classes at the college.

This report presents the findings from this research. As ESOL providers work to meet the needs of their students while maintaining the integrity and professionalism of their instruction, the thoughts and opinions of ESOL students and other immigrants in the Chicago metropolitan area enrich the discussion of issues under consideration by policy makers, funders, and ESOL learning centers.

Immigrants from all over the world are continuing to move to Illinois in large numbers. As they settle into an increasingly diverse range of communities within metropolitan Chicago, this expansion of ports of entry creates new challenges for the state and local communities in assessing and meeting their needs.

In 2000-2001 the Center for Impact Research (CIR) conducted research to address the following questions:

-- Where are immigrants in northeastern Illinois moving and how does the migration pattern today differ from previous trends?

-- How many immigrants are in need of English to Speakers of Other Languages (ESOL) instruction? Where do these immigrants reside?

-- What barriers can be identified that prevent or make it difficult for immigrants to learn English?

-- What are the employment patterns of immigrants that might affect their ability to have time or access to Speakers of Other Languages (ESOL)?

Methodology: CIR analyzed demographic data, primarily to establish the communities in northeastern Illinois that needed to be targeted for further investigation. Material consisted of Census data from 1990 and 2000, Current Population Surveys from 1994-1998, as well as information from academics, demographers, and community leaders who were able to provide more accurate and up-to-date information about immigration patterns and trends.

To determine experiences with, and barriers to ESOL instruction, CIR conducted 76 interviews with immigrant service organizations and ESOL providers in the Chicago metropolitan area. In addition, CIR conducted 37 interviews with Mexican and Polish immigrants throughout the region and with Chinese immigrants in Chicago to confirm or validate information from social service providers and to further identify barriers and issues around ESOL instruction. Lastly, McHenry County College, at our request, administered a written survey in Spanish to 200 immigrants in ESOL classes at the college.

This report presents the findings from this research. As ESOL providers work to meet the needs of their students while maintaining the integrity and professionalism of their instruction, the thoughts and opinions of ESOL students and other immigrants in the Chicago metropolitan area enrich the discussion of issues under consideration by policy makers, funders, and ESOL learning centers.