Estimating the Impact of the Massachusetts English Immersion Law on Limited English Proficient Students’ Reading Achievement
Authors:
- 3 October 2012
- journal article
- research article
- Published by SAGE Publications in Educational Policy
- Vol. 27 (1) , 121-149
Abstract
The large number of limited English proficient (LEP) children in U.S. schools and the uncertainty about the impact of bilingual education versus English immersion on their achievement warrant rigorous investigation of the effects of “English immersion laws.” We estimated the impact of Question 2, the Massachusetts English immersion law, and explored whether programs provided to LEP students before and after Question 2 imparted different language and reading skills. The results suggested that Question 2 had no substantial effect on third-grade LEP students’ reading achievement; there was suggestive evidence that pre- and post-Question 2 programs might attach emphasis to different subskills.Keywords
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