Literaturnachweis - Detailanzeige
| Autor/in | Park, Jiwon |
|---|---|
| Institution | Texas Education Research Center |
| Titel | Non-Native Peers in School: What Is the Short- and Long-Term Effect of Immigrant Children? Policy Brief |
| Quelle | (2021), (3 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Immigrants; Peer Relationship; Outcomes of Education; Academic Achievement; Grade 9; Secondary School Students; Educational Attainment; English Language Learners; Influences; Texas |
| Abstract | This paper focuses on the role of non-native peers in classrooms. What is the impact of classroom composition on short- and long-term academic outcomes of native students? This study takes multiple approaches to estimate the causal impact of non-native students in Grade 9 on students' test scores and college attainment. The author finds that while the number of non-native or English Language Learner (ELL) students in 9th grade has a small negative short-term impact on reading and math scores, the effect on high school completion or college enrollment is minimal. The long-term effects of the presence of a non-native student are a very interesting question but still understudied. There are two questions relevant to this long-term effect: (1) First, if a native-born student was exposed to non-native students in her early life (in primary school), does it affect her later academic careers such as high school or college completion?; and (2) Second, if non-native students acquire sufficient language skills and knowledge of the American system, do they still have a positive or negative effect on native students? (ERIC). |
| Anmerkungen | Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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