This report systematically examines the differences between Mexican and US public schools: resource allocation, structural differences, curricular differences and programmatic differences. It then attempts to examine the educational and psychological effects of such deportation on children who have been born and educated in the US, but whose parents have been denied application for US residency, and who have been deported to Mexico.

Sources for this report are: Federal and State statistics from both US and Mexican official government websites; research on language proficiency and academic success, second language acquisition, stress and learning; personal interviews with Mexican educators and psychologists from various states in Mexico; anecdotal records of children facing such deportation.

This report does not seek to criticize nor undermine Mexican schools, and recognizes the high quality of teacher training in many Mexican Universities. It seeks to examine the question: Does deportation to Mexico deny US citizen children their right to a free and equitable public education? This report also specifically examines differing effects of the age of the children in question, and documented special education needs.

Marily Sánchez, retired educational administrator, language specialist, bilingual educator and independent consultant.