Do Limited English Students Jeopardize the Education of Other Students? Lessons from the North Carolina Public School System

Autor/inn/en	Diette, Timothy M.; Uwaifo Oyelere, Ruth
Titel	Do Limited English Students Jeopardize the Education of Other Students? Lessons from the North Carolina Public School System
Quelle	In: Education Economics, 25 (2017) 5, S.446-461 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2017.1311300
Schlagwörter	Limited English Speaking; Immigration; Migrant Children; Native Speakers; Peer Influence; Academic Achievement; School Statistics; Socioeconomic Influences; Data Analysis; Regression (Statistics); Elementary Secondary Education; North Carolina + Suchen Sie Ihr Suchwort? Muttersprachler; Schulleistung; Sozioökonomischer Faktor; Auswertung; Regression; Regressionsanalyse
Abstract	The significant increase in immigration has altered the ethnic composition of public schools in many states. Given the perceived negative impact of immigrant students by some, we are interested in investigating whether higher concentrations of students with limited English (LE) skills in a school affect the academic performance of native students. To address this question, we analyze education data from North Carolina using LE ability as a proxy for immigrant students who are not native English speakers. Our analysis provides limited evidence of negative peer effects of LE students, though the effects are heterogeneous and the magnitudes are small. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01