ESL Placement and Schools Effects on Immigrant Achievement
ESL Placement and Schools Effects on Immigrant Achievement
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DOI：
10.1177/0895904807310034
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发表时间：
2009-03-01
影响因子：
1.8
通讯作者：
Frisco, Michelle
中科院分区：
文献类型：
--
作者：
Callahan, Rebecca;Wilkinson, Lindsey;Frisco, Michelle
在这项研究中，作者探讨了英语作为第二语言（ESL）的安置作为衡量学校如何标签和处理移民学生。使用倾向得分匹配和数据从青少年健康和学业成绩研究和国家青少年健康纵向研究，作者估计ESL安置对移民成就的影响。在移民学生较多的学校，作者发现ESL分班的结果是更高水平的学习成绩;在移民学生较少的学校，效果相反。这并不意味着一个一刀切的政策;许多移民学生，无论学校组成，代际地位，或ESL安置，努力达到足以接受四年制大学的水平。这项研究提供了几个因素要考虑到学校制定政策和做法，为移民学生提供学习的机会。
In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to Suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.