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Article
ESL Placement and Schools: Effects on Immigrant Achievement
Educational Policy (2009)
  • Rebecca Callahan, University of Georgia
  • Lindsey Wilkinson, Portland State University
  • Chandra Muller, University of Texas at Austin
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.

Note: At the time of writing, Lindsey Wilkinson was affiliated with the University of Texas--Austin.
Keywords
  • English language learners,
  • Educational policy,
  • Secondary education
Disciplines
Publication Date
March, 2009
DOI
10.1177/0895904807310034
Publisher Statement
© 2009 Corwin Press
Citation Information
Callahan, Rebecca, Lindsey Wilkinson, Chandra Muller, and Michelle Frisco. 2009. “ESL Placement and Schools: Effects on Immigrant Achievement.” Educational Policy 23(2): 355-384.