Abstract
The comprehensive high school has changed little over the past few decades, in spite of the rising numbers of immigrant children populating U.S. public schools. Critics claim that high school traditions and structures consign English language learners to marginal positions and inferior academic opportunities. In our intensive analysis of 8 English language learners in a comprehensive high school, we found the criticisms to hold true and came to an understanding of the mechanisms by which these consequences came about.
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