The effect of sharing a mother tongue with peers: evidence from North Carolina middle schools

Thomas Ahn,Christopher Jepsen

doi:10.1186/s40176-015-0030-2

Abstract

Abstract This paper provides the first analysis of the relationship between the language mix of Limited English Proficient (LEP) peers and student achievement, using detailed panel data from 2006 to 2012. Percent LEP has a negative association with mathematics and reading test scores, more so for non-LEP students than for LEP students. The overall language mix of LEP students has little if any discernable relationship with achievement. For LEP students, having more LEP peers speak their mother tongue is positively associated with reading achievement and negatively associated with mathematics achievement.

Highlights

Immigration has increased sizably in the United States and worldwide over the last decade
Once Limited English Proficient (LEP) students have sufficiently learned “academic” English to participate successfully in the classroom, as measured by a standardized test designed to measure the English proficiency of non-native English speakers, they are reclassified as Fully English Proficient (FEP) and are no longer considered LEP (WIDA Consortium, 2013)
We study the effect of LEP peers on student achievement in North Carolina middle schools, which include grades 6 through 8

Summary

Introduction

Immigration has increased sizably in the United States and worldwide over the last decade. We study the effect of LEP peers on student achievement in North Carolina middle schools, which include grades 6 through 8. Percent LEP is negatively associated with mathematics achievement for LEP students, but the effect for reading is positive, small, and statistically insignificant This pattern is quite consistent across all three specifications. Our preferred estimates show that having peers – defined at the grade level – who are not proficient in English is associated with modestly lower achievement in both reading and mathematics for non-LEP students. Having more LEP students speaking the same mother tongue corresponds with increased reading achievement and decreased mathematics achievement, with coefficients of 0.09 and -0.07, respectively Taken together, these results are consistent with providing LEP students with language classes in a separate setting from non-LEP students.

Reading Teacher Characteristics

Yes Yes Yes Yes

Findings

Observations Student Fixed Effects?