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Are there peer effects associated with having English Language Learner (ELL) classmates? Evidence from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K)

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  • Cho, Rosa Minhyo

Abstract

Over the past decade, several state and federal policies have directed schools to mainstream English Language Learner (ELL) students into English-only instruction classrooms. While there is mixed evidence on the effects of these immersion policies on the ELL students, research examining potential peer effects on their non-ELL classmates is non-existent. This paper begins to fill in this gap by using a nationally representative longitudinal sample of children in early elementary grades. Results indicate that having an ELL classmate during kindergarten and first grade is associated with lower test score gains in reading but not necessarily in math for non-ELL students whose primary language is English, controlling for unobserved fixed school characteristics as well as individual characteristics. The negative peer effects on reading test score gain are sensitive to the frequency of within classroom ability grouping usage, gender, and household income level of non-ELL children.

Suggested Citation

  • Cho, Rosa Minhyo, 2012. "Are there peer effects associated with having English Language Learner (ELL) classmates? Evidence from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K)," Economics of Education Review, Elsevier, vol. 31(5), pages 629-643.
    • Handle: RePEc:eee:ecoedu:v:31:y:2012:i:5:p:629-643
    DOI: 10.1016/j.econedurev.2012.04.006
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    4. Murray, Thomas J., 2016. "Public or private? The influence of immigration on native schooling choices in the United States," Economics of Education Review, Elsevier, vol. 53(C), pages 268-283.
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    6. Onda, Masayuki & Seyler, Edward, 2020. "English learners reclassification and academic achievement: Evidence from Minnesota," Economics of Education Review, Elsevier, vol. 79(C).
    7. Sallin, Aurelién, 2021. "Estimating returns to special education: combining machine learning and text analysis to address confounding," Economics Working Paper Series 2109, University of St. Gallen, School of Economics and Political Science.
    8. Morales, Camila, 2022. "Do refugee students affect the academic achievement of peers? Evidence from a large urban school district," Economics of Education Review, Elsevier, vol. 89(C).
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    10. Julia Bredtmann & Sebastian Otten & Christina Vonnahme, 2021. "Linguistic diversity in the classroom, student achievement, and social integration," Education Economics, Taylor & Francis Journals, vol. 29(2), pages 121-142, March.
    11. Thomas Ahn & Christopher Jepsen, 2015. "The effect of sharing a mother tongue with peers: evidence from North Carolina middle schools," IZA Journal of Migration and Development, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 4(1), pages 1-21, December.
    12. Li, Li & Zhao, Liqiu, 2022. "Does a “bad apple” spoil the bunch? The impact of low-achieving students on non-cognitive outcomes," China Economic Review, Elsevier, vol. 76(C).
    13. Diette, Timothy M. & Uwaifo Oyelere, Ruth, 2013. "Gender and Race Heterogeneity: The Impact of Increases in Students with Limited English on Native Students' Performance," IZA Discussion Papers 7856, Institute of Labor Economics (IZA).
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    16. Aur'elien Sallin, 2021. "Estimating returns to special education: combining machine learning and text analysis to address confounding," Papers 2110.08807, arXiv.org, revised Feb 2022.
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    More about this item

    Keywords

    English Language Learner; Peer effects; Mainstream classrooms; Language of instruction;
    All these keywords.

    JEL classification:

    • I - Health, Education, and Welfare
    • I2 - Health, Education, and Welfare - - Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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