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Educational Policy
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What's this?

ESL Placement and Schools

Effects on Immigrant Achievement

Rebecca Callahan

University of Georgia, rmcallah{at}uga.edu

Lindsey Wilkinson

University of Texas-Austin

Chandra Muller

University of Texas-Austin

Michelle Frisco

Pennsylvania State University

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.

Key Words: English language learners • educational policy • secondary education

This version was published on March 1, 2009

Educational Policy, Vol. 23, No. 2, 355-384 (2009)
DOI: 10.1177/0895904807310034
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