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English proficiency and mathematics test scores of immigrant children in the US
ARTICLE

Economics of Education Review Volume 64, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This paper explores whether native-immigrant differences in mathematics test scores can be accounted for by a lack of English proficiency. To identify the causal effect of English proficiency on test scores, I use the fact that language proficiency is closely linked to age at arrival, and that migrant children arrive at different ages from different countries. Using US data from the New Immigrant Survey, I find that English proficiency has no effect on mathematics tests and therefore they can be used to assess students’ ability net of language effects.

Citation

Fenoll, A.A. (2018). English proficiency and mathematics test scores of immigrant children in the US. Economics of Education Review, 64(1), 102-113. Elsevier Ltd. Retrieved January 27, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2018.04.003

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