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Using Achievement Tests to Measure Language Assimilation and Language Bias among the Children of Immigrants

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  • Richard Akresh
  • Redstone Akresh

Abstract

We measure the extent of language assimilation among children of Hispanic immigrants. Our identification strategy exploits test language randomization (English or Spanish) of Woodcock Johnson achievement tests in the New Immigrant Survey and lets us attribute test score differences solely to test language. Students scoring poorly may be tracked into nonhonors classes and less competitive postsecondary schools, with subsequent long-term implications. Foreign-born children score higher on tests in Spanish; U. S.-born children score higher in English. However, foreign-born children arriving at an early age or with several years in the United States do not benefit from testing in Spanish.

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Bibliographic Info

Article provided by University of Wisconsin Press in its journal Journal of Human Resources.

Volume (Year): 46 (2011)
Issue (Month): 3 ()
Pages: 647-667

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Handle: RePEc:uwp:jhriss:v:46:y:2011:iii:1:p:647-667

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Web page: http://jhr.uwpress.org/

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Cited by:
  1. Gindling, T. H. & Poggio, Sara Z., 2010. "The Effect of Family Separation and Reunification on the Educational Success of Immigrant Children in the United States," IZA Discussion Papers 4887, Institute for the Study of Labor (IZA).
  2. Nancy Landale & Stephanie Lanza & Marianne Hillemeier & R.S. Oropesa, 2013. "Health and development among Mexican, black and white preschool children: An integrative approach using latent class analysis," Demographic Research, Max Planck Institute for Demographic Research, Rostock, Germany, Max Planck Institute for Demographic Research, Rostock, Germany, vol. 28(44), pages 1302-1338, June.

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