An Extra Year to Learn English? Early Grade Retention and the Human Capital Development of English Learners. NBER Working Paper No. 25472

Autor/inn/en	Figlio, David N.; Özek, Umut
Institution	National Bureau of Economic Research
Titel	An Extra Year to Learn English? Early Grade Retention and the Human Capital Development of English Learners. NBER Working Paper No. 25472
Quelle	(2019) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.3386/w25472
Schlagwörter	Grade Repetition; English Language Learners; Human Capital; English (Second Language); Language Skills; Outcomes of Education; Advanced Courses; College Credits; Elementary School Students; Middle School Students; High School Students; Grade 3; Immigrants; Spanish Speaking; Institutional Characteristics; Elementary Schools; Florida + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Humankapital; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Lernleistung; Schulerfolg; Fortgeschrittenenunterricht; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 03; 3. Schuljahr; Schuljahr 03; Immigrant; Immigrantin; Immigranten; Elementary school; Grundschule; Volksschule
Abstract	In this study, we use microdata from 12 Florida county-level school districts and a regression discontinuity design to examine the effects of early grade retention on the short-, medium-, and long-term outcomes of English learners. We find that retention in the third-grade substantially improves the English skills of these students, reducing the time to proficiency by half and decreasing the likelihood of taking a remedial English course in middle school by one-third. Grade retention also roughly doubles the likelihood of taking an advanced course in math and science in middle school, and more than triples the likelihood of taking college credit-bearing courses in high school for English learners. We also find that these benefits are larger for foreign born students, students with higher latent human capital in third grade as proxied by their math scores, students whose first language is Spanish, and students in lower-poverty elementary schools. (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	2020/1/01