Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schools Laws on Immigrants' Education
AbstractIn the early twentieth century, education legislation was often passed based on arguments that new laws were needed to force immigrants to learn English and “Americanize.” We provide the first estimates of the effect of statutes requiring English as the language of instruction and compulsory schooling laws on the school enrollment, work, literacy and English fluency of immigrant children from 1910 to 1930. English schooling statutes did increase the literacy of foreign-born children, though only modestly. Compulsory schooling and continuation school laws raised immigrants’ enrollment and the effects were much larger for children born abroad than for native-born children.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 18302.
Date of creation: Aug 2012
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- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- K30 - Law and Economics - - Other Substantive Areas of Law - - - General
- N32 - Economic History - - Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy - - - U.S.; Canada: 1913-
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-08-23 (All new papers)
- NEP-HIS-2012-08-23 (Business, Economic & Financial History)
- NEP-LAB-2012-08-23 (Labour Economics)
- NEP-MIG-2012-08-23 (Economics of Human Migration)
- NEP-URE-2012-08-23 (Urban & Real Estate Economics)
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- Allison Shertzer, 2013. "Immigrant Group Size and Political Mobilization: Evidence from European Migration to the United States," NBER Working Papers 18827, National Bureau of Economic Research, Inc.
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