Are There Peer Effects Associated with Having English Language Learner (ELL) Classmates? Evidence from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K)

Autor/in	Cho, Rosa Minhyo
Titel	Are There Peer Effects Associated with Having English Language Learner (ELL) Classmates? Evidence from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K)
Quelle	In: Economics of Education Review, 31 (2012) 5, S.629-643 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2012.04.006
Schlagwörter	Ability Grouping; Evidence; Reading Tests; Individual Characteristics; Kindergarten; Income; English; Scores; Grade 1; Program Effectiveness; Educational Policy; Mathematics Tests; Mainstreaming; Peer Relationship; English Language Learners; Longitudinal Studies; Cohort Analysis; Predictor Variables; Correlation; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Evidenz; Lesetest; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Einkommen; English language; Englisch; School year 01; 1. Schuljahr; Schuljahr 01; Politics of education; Bildungspolitik; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Prädiktor; Korrelation
Abstract	Over the past decade, several state and federal policies have directed schools to mainstream English Language Learner (ELL) students into English-only instruction classrooms. While there is mixed evidence on the effects of these immersion policies on the ELL students, research examining potential peer effects on their non-ELL classmates is non-existent. This paper begins to fill in this gap by using a nationally representative longitudinal sample of children in early elementary grades. Results indicate that having an ELL classmate during kindergarten and first grade is associated with lower test score gains in reading but not necessarily in math for non-ELL students whose primary language is English, controlling for unobserved fixed school characteristics as well as individual characteristics. The negative peer effects on reading test score gain are sensitive to the frequency of within classroom ability grouping usage, gender, and household income level of non-ELL children. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10