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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Academic Achievement And Course Taking Among Language Minority Youth In U.S. Schools: Effects Of Esl Placement, Rebecca Callahan, Lindsey Wilkinson, Chandra Muller
Academic Achievement And Course Taking Among Language Minority Youth In U.S. Schools: Effects Of Esl Placement, Rebecca Callahan, Lindsey Wilkinson, Chandra Muller
Sociology Faculty Publications and Presentations
The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant …
Esl Placement And Schools: Effect On Immigrant Achievement, Rebecca Callahan, Lindsey Wilkinson, Chandra Muller, Michelle Frisco
Esl Placement And Schools: Effect On Immigrant Achievement, Rebecca Callahan, Lindsey Wilkinson, Chandra Muller, Michelle Frisco
Sociology Faculty Publications and Presentations
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, …