Effects of School Composition on Achievement Growth in a New Immigrant Destination

• In Event: Sheraton Roundtable Session 27
  In Roundtable Session: Perspectives on Difference and Power: Exploring Academic Experiences and Outcomes

Abstract

Between 1980 and 2010, there has been unprecedented growth in the Latino/a population, particularly in new immigrant destinations in the Midwest and Southwest. In Indiana, 38% of Latino/as are 17 years or younger, and schools’ ethno-racial composition reflects this change. Research shows that school composition influences achievement outcomes and with data from the Indiana Department of Education, we analyze the effect of proportion Latino/a on ISTEP+ scores from third through eighth graders. Our analysis shows that the increase in Latino/a students has a positive effect on all students’ ISTEP+ scores. However, net of school average math achievement, findings indicate that increases in school % Latino/a are not as beneficial for White students as they are for Black and Latino/a students.

Authors

• Amy G. Langenkamp, University of Notre Dame

• Mette Evelyn Bjerre, University of Notre Dame

• Brian Fitzpatrick, University of Notre Dame