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Using Achievement Tests to Measure Language Assimilation and Language Bias among Immigrant Children

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  • Akresh, Richard

    ()
    (University of Illinois at Urbana-Champaign)

  • Redstone Akresh, Ilana

    ()
    (University of Illinois at Urbana-Champaign)

Abstract

We use Woodcock Johnson III child assessment data in the New Immigrant Survey to examine language assimilation and test score bias among children of Hispanic immigrants. Our identification strategy exploits the test language randomization (Spanish or English) to quantitatively measure the degree and speed of language assimilation, in addition to the potential costs associated with taking a test in one’s non-dominant language. We find that U.S. born children of Hispanic immigrants are not bilingual as predicted by most language assimilation models but rather are English dominant. English language assimilation occurs at a rapid pace for foreign born children as well; children who arrive in the U.S. at an early age or who have spent more than four years in the U.S. do not benefit from taking the tests in Spanish. Results are robust to a fixed effects specification that controls for household level characteristics constant across siblings.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 3532.

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Length: 46 pages
Date of creation: Jun 2008
Date of revision:
Publication status: published in: Journal of Human Resources, 2011, 46(3), 647-667
Handle: RePEc:iza:izadps:dp3532

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Keywords: New Immigrant Survey; Woodcock Johnson achievement tests; immigration; language assimilation;

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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, vol. 28(44), pages 1302-1338, June.

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