Abstract
In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 355-384 |
| Number of pages | 30 |
| Journal | Educational Policy |
| Volume | 23 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 1 2009 |
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All Science Journal Classification (ASJC) codes
- Education
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ESL placement and schools : Effects on immigrant achievement. / Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle Lynn.
In: Educational Policy, Vol. 23, No. 2, 01.03.2009, p. 355-384.Research output: Contribution to journal › Article
TY - JOUR
T1 - ESL placement and schools
T2 - Effects on immigrant achievement
AU - Callahan, Rebecca
AU - Wilkinson, Lindsey
AU - Muller, Chandra
AU - Frisco, Michelle Lynn
PY - 2009/3/1
Y1 - 2009/3/1
N2 - In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.
AB - In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.
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UR - http://www.scopus.com/inward/citedby.url?scp=59449102644&partnerID=8YFLogxK
U2 - 10.1177/0895904807310034
DO - 10.1177/0895904807310034
M3 - Article
VL - 23
SP - 355
EP - 384
JO - Educational Policy
JF - Educational Policy
SN - 0895-9048
IS - 2
ER -