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ESL Policy Reform and Student Academic Achievement

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  • Martin Dooley
  • Cesar Furtado

Abstract

In 1999, the province of British Columbia limited supplementary ESL funding to five years per student and increased the value of the ESL supplement. We explore the impact of these reforms using the results of standardized numeracy and reading tests among Grade 7 students in the Greater Vancouver Area. We use a cohort-based approach to disentangle the effects of the increased annual supplement from that of the five-year cap. Our estimates imply that, after an initial period of adjustment, there was no change in the numeracy scores and there were only slight increases in the reading scores of ESL students relative to those of students with no ESL. Our estimates also imply that the reform resulted in a reduction in the overall cost of ESL.

Suggested Citation

  • Martin Dooley & Cesar Furtado, 2013. "ESL Policy Reform and Student Academic Achievement," Canadian Public Policy, University of Toronto Press, vol. 39(1), pages 21-43, March.
    • Handle: RePEc:cpp:issued:v:39:y:2013:i:1:p:21-43
    DOI: 10.3138/CPP.39.1.21
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