Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schools Laws on Immigrants' Education. NBER Working Paper No. 18302

Autor/inn/en	Lleras-Muney, Adriana; Shertzer, Allison
Institution	National Bureau of Economic Research
Titel	Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schools Laws on Immigrants' Education. NBER Working Paper No. 18302
Quelle	(2012) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Language of Instruction; Immigrants; Socialization; Educational Policy; Educational History; Educational Legislation; Outcomes of Education; Outcome Measures; Enrollment Rate; Enrollment Influences; Compulsory Education; School Attendance Legislation; English Only Movement; Literacy + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Immigrant; Immigrantin; Immigranten; Socialisation; Sozialisation; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Lernleistung; Schulerfolg; Schulpflicht; Bildungspflicht; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	In the early twentieth century, education legislation was often passed based on arguments that new laws were needed to force immigrants to learn English and "Americanize." We provide the first estimates of the effect of statutes requiring English as the language of instruction and compulsory schooling laws on the school enrollment, work, literacy and English fluency of immigrant children from 1910 to 1930. English schooling statutes did increase the literacy of foreign-born children, though only modestly. Compulsory schooling and continuation school laws raised immigrants' enrollment and the effects were much larger for children born abroad than for native-born children. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10