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School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement

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  • Rebecca Callahan
  • Lindsey Wilkinson
  • Chandra Muller

Abstract

Objectives. Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican‐origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. Measures. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican‐origin achievement for first‐, second‐, and third‐generation adolescents separately in schools with many and few immigrant students. Results. The estimated effect of ESL placement varies by both immigrant concentration in the school and by students' generational status. Conclusions. We find that ESL enrollment may be protective for second‐generation Mexican‐origin adolescents in high immigrant concentration schools, and may prove detrimental for first‐generation adolescents in contexts with few other immigrant students.

Suggested Citation

  • Rebecca Callahan & Lindsey Wilkinson & Chandra Muller, 2008. "School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement," Social Science Quarterly, Southwestern Social Science Association, vol. 89(1), pages 177-198, March.
    • Handle: RePEc:bla:socsci:v:89:y:2008:i:1:p:177-198
    DOI: 10.1111/j.1540-6237.2008.00527.x
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    References listed on IDEAS

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    1. Sascha O. Becker & Andrea Ichino, 2002. "Estimation of average treatment effects based on propensity scores," Stata Journal, StataCorp LLC, vol. 2(4), pages 358-377, November.
    2. Rajeev H. Dehejia & Sadek Wahba, 2002. "Propensity Score-Matching Methods For Nonexperimental Causal Studies," The Review of Economics and Statistics, MIT Press, vol. 84(1), pages 151-161, February.
    3. James J. Heckman & Hidehiko Ichimura & Petra Todd, 1998. "Matching As An Econometric Evaluation Estimator," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 65(2), pages 261-294.
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    Cited by:

    1. Joseph Capuno & Ma. Garcia, 2010. "Can Information about Local Government Performance Induce Civic Participation? Evidence from the Philippines," Journal of Development Studies, Taylor & Francis Journals, vol. 46(4), pages 624-643.
    2. Dylan Conger, 2010. "Does Bilingual Education Interfere with English‐Language Acquisition?," Social Science Quarterly, Southwestern Social Science Association, vol. 91(4), pages 1103-1122, December.
    3. Catherine Riegle‐Crumb & Rebecca M. Callahan, 2009. "Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls," Social Science Quarterly, Southwestern Social Science Association, vol. 90(3), pages 611-631, September.

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