Immigrant children in the United States, particularly those students whose native languages are dissimilar to English, tend to study more math and science in high school and college than their peers, according to a new study from researchers at Duke and Stanford universities . On the surface, the findings seems to clash with the conclusions from a National Academies of Sciences, Engineering, and Medicine report, released in the fall, that concluded that schools systems should do more to ensure that current and former English-learners have access to STEM education —but the English-learner and immigration student populations aren’t necessarily the same in the United States.