ABSTRACT
Although all students are expected to meet the same challenging standards, students differ greatly in their initial social and cognitive skills when they fi rst enter school, and in the family and community resources available to support their learning during school. As a result, some students need more support and resources in school than other students. What amount and types of resources do such students need? This chapter addresses this question regarding one of the fastest growing segments of the student population-students who come from households where a language other than English is spoken-so-called linguistic minority (LM) students.
