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English Proficiency and Test Scores of Immigrant Children in the US

Author

Listed:
  • Ainhoa Aparicio Fenoll

Abstract

This paper explores how much of native-immigrant differences in test scores can be accounted for by a lack of English proficiency. To identify the causal effect of English proficiency on cognitive test scores, I use the fact that language proficiency is closely linked to age at arrival, and that migrant children arrive at different ages from different countries. Using data from the New Immigrant Survey, I find that speaking English very badly or badly can explain 35% of the achievement gap between native and immigrant children in standardized language-related tests. However, I find no significant language effects for math-related tests.

Suggested Citation

  • Ainhoa Aparicio Fenoll, 2017. "English Proficiency and Test Scores of Immigrant Children in the US," Carlo Alberto Notebooks 533, Collegio Carlo Alberto.
    • Handle: RePEc:cca:wpaper:533
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    File URL: https://www.carloalberto.org/wp-content/uploads/2017/12/no.533.pdf
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    More about this item

    Keywords

    standardized tests; English proficiency; immigrant children; age at arrival; English speaking countries.;
    All these keywords.

    JEL classification:

    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • I20 - Health, Education, and Welfare - - Education - - - General

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