The effect of sharing a mother tongue with peers
Evidence from North Carolina middle schools
Bibliographic Data
| ID | 13057724 |
|---|---|
| Authors | Thomas Ahn (University of Kentucky), Christopher Jepsen (0000-0002-6419-6650, University College Dublin) |
| Year | 2015 |
| Volume | 4 |
| Issue | 1 |
| Publication date | 2015-03-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IZA Journal of Migration (JOURNAL) |
| Journal identifiers | ISSN: 2193-9039 • E-ISSN: 2193-9039 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1186/s40176-015-0030-2 |
| OpenAlex | W2131575990 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
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
Association (psychology · First language · Linguistics · Mathematics education · Reading (process · Test (biology · Multilingual Education and Policy · Parental Involvement in Education · Philosophy · Psychology · School Choice and Performance
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| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |