The effect of sharing a mother tongue with peers: evidence from North Carolina middle schools

详细信息    查看全文

• 作者：Thomas Ahn (1)
  Christopher Jepsen (2)
  
  1. Department of Economics ; University of Kentucky ; 335X Gatton B&E Building ; Lexington ; KY ; 40506-0034 ; USA
  2. School of Economics and The Geary Institute ; University College Dublin ; Newman Building ; Room G215 ; Belfield ; Dublin ; Ireland
  
• 关键词：I21 ; I28 ; J15 ; Limited English Proficiency ; Peer effects ; Student achievement
• 刊名：IZA Journal of Migration
• 出版年：2015
• 出版时间：December 2015
• 年：2015
• 卷：4
• 期：1
• 全文大小：505 KB
• 参考文献：1. Antecol, H, Ozkan, E, Serkan, O (2013) Peer Effects in Disadvantaged Primary Schools: Evidence from a Randomized Experiment.
  2. Bifulco, R, Fletcher, JM, Ross, SL (2011) The Effects of Classmate Characteristics on Post-secondary Outcomes: Evidence from the Add Health. American Economic Journal: Economic Policy 3: pp. 25-53
  3. Brunello, G, Rocco, L (2013) The Effect of Immigration on the School Performance of Natives: Cross Country Evidence Using PISA Test Scores. Economics of Education Review 32: pp. 234-246 CrossRef
  4. Bui, S (2014) How Do Limited English Proficient Students Affect Each Other鈥檚 Educational Outcomes? Evidence from Student Panel Data. Cornell University, Working Paper
  5. Burke, MA, Sass, TR (2013) Peer Effects and Student Achievement. Journal of Labor Economics 31: pp. 51-82 CrossRef
  6. Cho, RM (2012) Are There Peer Effects Associated with Having English Language Learner (ELL) Classmates? Evidence from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K). Economics of Education Review 31: pp. 629-643 CrossRef
  7. Conger, D (2012) Immigrant Peers and Academic Performance in High School. Paper presented at 2012 Association for Education Finance and Policy annual conference.
  8. Diette, TM, Oyelere, RU (2012) Do Significant Immigrant Flows Create Negative Education Impacts? Lessons from the North Carolina Public School System. IZA Discussion Paper Number 6561.
  9. Diette, TM, Oyelere, RU (2014) Gender and Race Heterogeneity: The Impact of Increases in Students with Limited English on Native Students鈥?Performance. American Economic Review 104: pp. 412-417 CrossRef
  10. Entorf, H, Lauk, M (2008) Peer Effects, Social Multipliers and the Economic Success of Immigrants: An International Comparison. Journal of Ethnic and Migration Studies 34: pp. 633-654 CrossRef
  11. Friesen, J, Krauth, B (2011) Ethnic Enclaves in the Classroom. Labour Economics 18: pp. 656-663 CrossRef
  12. Geay, C, McNally, S, Telhaj, S (2013) Non-native Speakers of English in the Classroom: What Are the Effects on Pupil Performance?. Economics Journal 123: pp. F281-F307 CrossRef
  13. Goldberger, A (1989) Economic and Mechanical Models of Intergenerational Transmission. American Economic Review 79: pp. 504-513
  14. Gould, ED, Lavy, V, Paserman, DM (2009) Does Immigration Affect the Long-term Educational Outcomes of Natives? Quasi-experimental Evidence. Economic Journal 119: pp. 1243-1269 CrossRef
  15. Hakuta, K, Butler, YG, Witt, D (2000) How Long Does It Take English Learners to Attain Proficiency?. University of California Linguistic Minority Research Institute Policy, Report
  16. Hanushek, EA, Kain, JF, Markman, JM, Rivkin, SG (2003) Does Peer Ability Affect Student Achievement?. Journal of Applied Econometrics 18: pp. 527-544 CrossRef
  17. Hunt, J (2012) The Impact of Immigration on the Educational Attainment of Natives. NBER Working Paper No. 18047. CrossRef
  18. Imberman, S, Kugler, A, Sacerdote, B (2012) Katrina鈥檚 Children: Evidence on the Structure of Peer Effects from Hurricane Evacuees. American Economic Review 102: pp. 2048-2082 CrossRef
  19. Kinsler, J (2012) Assessing Rothstein鈥檚 Critique of Teacher Value-Added Models. Quantitative Economics 3: pp. 333-362 CrossRef
  20. Koedel, C, Betts, JR (2011) Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique. Education Finance and Policy 6: pp. 18-42 CrossRef
  21. Jensen, P, Rasmussen, AW (2011) The Effect of Immigrant Concentration in Schools on Native and Immigrant Children鈥檚 Reading and Math Skills. Economics of Education Review 30: pp. 1503-1515 CrossRef
  22. Lavy, V, Silva, O, Weinhardt, F (2012) The Good, the Bad, and the Average: Evidence on Ability Peer Effects in Schools. Journal of Labor Economics 30: pp. 367-414 CrossRef
  The United States: Social and Demographic Statistics.
  The Growing Number of English Learner Students 2009/10. U.S. Department of Education, Washington, DC
  23. Neymotin, F (2009) Immigration and its Effect on the College-going Outcomes of Natives. Economics of Education Review 28: pp. 538-550 CrossRef
  24. Ohinata, A, Ours, JC (2013) How Immigrant Children Affect the Academic Achievement of Native Dutch Children. Economic Journal 123: pp. F308-F331 CrossRef
  25. Ohinata, A, Ours, JC (2013) Spillover Effects of Studying with Immigrant Students: A Quantile Regression Approach. IZA Discussion Paper No. 7720.
  26. Rothstein, J (2010) Teacher Quality in Education Production: Tracking, Decay, and Student Achievement. Quarterly Journal of Economics 125: pp. 175-214 CrossRef
  27. Santillano, R (2009) Essays on Immigrant Students in Public Schools 鈥?Evidence from North Carolina. Ph.D. Dissertation. University of California, Berkeley
  28. Schnepf, SV (2007) Immigrants鈥?Educational Disadvantage: An Examination across Ten Countries and Three Surveys. Journal of Population Economics 20: pp. 527-545 CrossRef
  29. Todd, PE, Wolpin, KI (2003) On the Specification and Estimation of the Production Function for Cognitive Achievement. Economic Journal 113: pp. F3-F33 CrossRef
  30. Vigdor, J, Nechyba, T (2004) Peer Effects in North Carolina Public Schools. Working Paper.
  2012 Amplification of the English Language Development Standards, Kindergarten-Grade 12. Board of Regents of the University of Wisconsin System, Madison, WI
  
• 刊物主题：Population Economics; Labor Economics;
• 出版者：Springer Berlin Heidelberg
• ISSN：2193-9039

文摘

This paper provides the first analysis of the relationship between the language mix of Limited English Proficient (LEP) peers and student achievement, using detailed panel data from 2006 to 2012. Percent LEP has a negative association with mathematics and reading test scores, more so for non-LEP students than for LEP students. The overall language mix of LEP students has little if any discernable relationship with achievement. For LEP students, having more LEP peers speak their mother tongue is positively associated with reading achievement and negatively associated with mathematics achievement.