Historical Perspective of the Impact of Immigration on a School System and Related Policy

In the 1990s, the Latino population in Dalton, Georgia increased nearly 20 percent, which changed the cultural, socioeconomic, and educational dynamics within the region. The purpose of this study was to better understand the role of educational institutions and policy in the integration of children of immigrants in this community during the historical period of 1990 to 2010. A qualitative historical study was conducted to examine the dynamics of immigration and community responses during this period. Research questions addressed why the increase in Latino population occurred; what socioeconomic, cultural, and educational changes transpired; and what policies and legislative acts were written or altered regarding English language learners [ELLs]. A theoretical foundation was established through Ravenstein's laws of migration, Lee's push/pull theory, and the theories of space and acculturation. The data included public documents from local newspapers, public schools, a state university, and state and federal records. The data analysis of the documents was conducted by coding for recurrent themes and categories. The results described how educational and community forces responded to the rapid demographic change and development of a diverse transnational culture with key initiatives including the district's implementation the Georgia Project and controversies over educational policies for serving ELLs. Based on the decisions and actions taken in the past, professional development resources and a plan were developed for educators and community leaders as they seek to address the needs of Latino students in the schools and society.