Educational Policy
Volume 23, Issue 2, 2009, Pages 355-384

ESL placement and schools: Effects on immigrant achievement (Article)

Callahan R.* , Wilkinson L. , Muller C. , Frisco M.
  • a University of Georgia, United States, Department of Language and Literacy Education, University of Georgia, 125 Aderhold Hall, Athens GA 30606-7123, United States
  • b University of Texas-Austin, United States
  • c University of Texas-Austin, United States
  • d Pennsylvania State University, United States

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. © 2009 Corwin Press.

Author Keywords

English language learners Educational policy Secondary education

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-59449102644&doi=10.1177%2f0895904807310034&partnerID=40&md5=f207df14a0491b21cae08040180c501c
DOI: 10.1177/0895904807310034
ISSN: 08959048
Cited by: 41
Original Language: English