School Context and the Effect of ESL Placement on Mexican-Origin Adolescents' Achievement.

Item request has been placed! ×
Item request cannot be made. ×
  Processing Request
  • Additional Information
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      Objectives. Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican-origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. Measures. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican-origin achievement for first-, second-, and third-generation adolescents separately in schools with many and few immigrant students. Results. The estimated effect of ESL placement varies by both immigrant concentration in the school and by students' generational status. Conclusions. We find that ESL enrollment may be protective for second-generation Mexican-origin adolescents in high immigrant concentration schools, and may prove detrimental for first-generation adolescents in contexts with few other immigrant students. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Social Science Quarterly (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • ISSN:
      0038-4941
    • Accession Number:
      10.1111/j.1540-6237.2008.00527.x
    • Accession Number:
      28520850
  • Citations
    • ABNT:
      CALLAHAN, R.; WILKINSON, L.; MULLER, C. School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement. Social Science Quarterly (Wiley-Blackwell), [s. l.], v. 89, n. 1, p. 177–198, 2008. Disponível em: . Acesso em: 21 ago. 2019.
    • AMA:
      Callahan R, Wilkinson L, Muller C. School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement. Social Science Quarterly (Wiley-Blackwell). 2008;89(1):177-198. doi:10.1111/j.1540-6237.2008.00527.x.
    • APA:
      Callahan, R., Wilkinson, L., & Muller, C. (2008). School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement. Social Science Quarterly (Wiley-Blackwell), 89(1), 177–198. https://doi.org/10.1111/j.1540-6237.2008.00527.x
    • Chicago/Turabian: Author-Date:
      Callahan, Rebecca, Lindsey Wilkinson, and Chandra Muller. 2008. “School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement.” Social Science Quarterly (Wiley-Blackwell) 89 (1): 177–98. doi:10.1111/j.1540-6237.2008.00527.x.
    • Harvard:
      Callahan, R., Wilkinson, L. and Muller, C. (2008) ‘School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement’, Social Science Quarterly (Wiley-Blackwell), 89(1), pp. 177–198. doi: 10.1111/j.1540-6237.2008.00527.x.
    • Harvard: Australian:
      Callahan, R, Wilkinson, L & Muller, C 2008, ‘School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement’, Social Science Quarterly (Wiley-Blackwell), vol. 89, no. 1, pp. 177–198, viewed 21 August 2019, .
    • MLA:
      Callahan, Rebecca, et al. “School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement.” Social Science Quarterly (Wiley-Blackwell), vol. 89, no. 1, Mar. 2008, pp. 177–198. EBSCOhost, doi:10.1111/j.1540-6237.2008.00527.x.
    • Chicago/Turabian: Humanities:
      Callahan, Rebecca, Lindsey Wilkinson, and Chandra Muller. “School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement.” Social Science Quarterly (Wiley-Blackwell) 89, no. 1 (March 2008): 177–98. doi:10.1111/j.1540-6237.2008.00527.x.
    • Vancouver/ICMJE:
      Callahan R, Wilkinson L, Muller C. School Context and the Effect of ESL Placement on Mexican-Origin Adolescents’ Achievement. Social Science Quarterly (Wiley-Blackwell) [Internet]. 2008 Mar [cited 2019 Aug 21];89(1):177–98. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=28520850