Abstract
A constant flow of Spanish-speaking families from Mexico, Puerto Rico, and other countries where Spanish is the dominant language have entered the United States seeking employment due to political and socioeconomic realities these countries share. Given this, Hispanic students represent the fastest growing ethnic group in the United States, increasing from 6% of the total school enrollment in 1972 to 14% in 1995 (Sable & Stennett, 1998). In addition to the increase in the number of Hispanic students enrolling in public education, Rhine (1995) indicates that the number of Limited English Proficient (LEP) or CulturallyLinguistically Diverse (CLD) students is steadily increasing. The CLD population
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