Callahan, Rebecca, Wilkinson, Lindsey, Muller, Chandra, & Frisco, Michelle
ESL Placement and Schools: Effects on Immigrant Achievement
University of Texas - Austin; Pennsylvania State University
Investigates the effect of placement in ESL on academic progress and how it varies across school contexts.
Journal Name or Institutional Affiliation:
Vol. 23, No. 2, pp. 355-384
- ESL placement in high-immigrant concentration schools appears to improve immigrant achievement.
- In high immigrant concentration schools, second-generation students derive the greatest benefit from ESL placement.
- The effect of ESL placement depends not only on the school context and individual generational status but also on the interaction between the two.
- Some negative estimated effects of ESL placement might be due to the social and institutional marginalization of students into certain courses, especially in low-immigrant-concentration schools.
Journal Article Empirical Research
Composition, English Language Learners, Immigrants, Math, Minorities, Science
Secondary Survey Data
Method of Analysis:
Propensity Score Matching
Immigrant students attending 26 ESL schools
Unit of Analysis:
- First- and second- generation immigrant students in the 26 schools offering ESL courses who completed the AddHelath Wave ! And Wave III survey and for whom HS transcripts where available (n=1,683 students).
- Data from AddHealth and the Adolescent Health and Academic Achievement Study (AHAA).
- 1994-1995 school year.
- 1) Model predicting ESL Placement
- DV: ESL Placement
- IV: intact family structure, female, region, parent education, age, interview in non-English language, generation of immigrant status, race, AH-PVT (English Vocabulary Test), low math placement grade 9, proportion Filipino in school, proportion Cuban in school, proportion of parents with HS diploma, proportion age 5+ not speaking English well in student's neighborhood, male unemployment rate in student's neighborhood
- 2) Effect of ESL Placement on Immigrant Grades and Math & Science
- - DV: math and science enrollment, overall college preparatory course enrollment, junior-year GPA, and cumulative course failures.
- - IV: ESL course placement