He quotes a bilingual school psychologist who complains that Cambodian children are referred to him who are perfectly normal, but teachers refer them because they can't communicate with them. Quotes a school administrator complaining about little support for Khmer children after being transitioned from a bilingual Khmer class. Weinberg says ESL classes proved valuable for Khmer students. Admits that few ESL teachers spoke Khmer, but ESL aides who could worked in many classrooms. Aides had little or no training.
Many students go on to high school unprepared.
Teachers feel the restrictions are unrealistic, and feel students should receive from 7 to 9 years if they need it. Larger numbers at community colleges, but precise data is lacking. Heavy representation in Engineering, electrical engineering, computer science, business, and math. Less language demanding Many Cambodian students not in these areas dropped out Lack of institutional support, suggesting that lack of family support means institutional support is critical to help them make it. 11 Cambodian students in Hopkin's study went on to college, but all eventually dropped out by end of first semester.