Evidence from North Carolina shows that immigrant students with limited English have a very minor impact on native students’ performance

Much of the recent concern about undocumented immigration into the U.S. can be linked to the perceived burden that these immigrants may create on the public education system. But is this really the case? Through analyzing detailed information on the performance of students in North Carolina, Timothy M. Diette and Ruth Uwaifo Oyelere find that the presence of students with limited English does have a negative, though small, effect on the math and reading achievement of natives that are male and black. They argue, however, that these effects are so small as not to warrant policy interventions

Do significant immigrant inflows create negative education impacts? Lessons from the North Carolina public school system

The influx of immigrants has shifted the ethnic composition of public schools in many states. Given the perceived negative impact of significant immigrant inflows, we are interested in investigating if these inflows into a school affect the academic performance of native students who remain. To address this question, we analyze education data from North Carolina, a state that has experienced a significant immigrant influx in the last two decades. We focus on the share of the English Language Learners in the student population for students between fourth and eighth grade over the period from 1999 to 2006 and the potential effects of the presence of these students on the level of achievement in math and reading for native students. Our analysis suggests some evidence of immigrant peer effects though the effects are heterogeneous. Specifically, we find some evidence of positive effects among those in the middle and bottom portions of the achievement distribution while we find small negative effects at the top of the distribution

Gender and Race Heterogeneity: The Impact of Increases in Students with Limited English on Native Students' Performance

The influx of immigrants has shifted the ethnic composition of public schools in many states including North Carolina. Recent evidence from North Carolina suggests that increases in Limited English students' concentration have led to a slight decline in performance solely for students at the top of the achievement distribution. The heterogeneous peer effects by achievement level lead us to explore in this paper whether the increased immigration has differential effects by gender and race. Utilizing fixed effects methods that allow us to address possible endogeneity with respect to the schools' students attend, we find heterogeneous peer effects of limited English students on natives' performance in math and reading. Specifically, we find no peer effects on white females but small negative effects on males and blacks on average

A Longitudinal Analysis of Violence and Housing Insecurity

Violence and housing insecurity are horrible events that may be intertwined, with violence possibly forcing victims to abandon their accommodations and housing insecurity depriving people of the safety of a home or placing them in compromised circumstances. This study uses national, prospective, longitudinal data from the Journeys Home Survey to examine how violence, housing insecurity, and other characteristics in one period affect disadvantaged Australian men's and women's chances of experiencing violence and housing insecurity in subsequent periods. The study is one of the first to investigate these relationships prospectively and unusual in considering how violence among adult men contributes to their housing insecurity. We estimate dynamic multivariate models that control for observed and time-invariant unobserved characteristics and find that men's chances of being housing secure without experiencing violence are 24-45 percent lower and women's chances are 12- 20 percent lower if they experienced housing insecurity, violence or both in the previous period. Heavy drinking, marijuana use, psychological distress, and a history of childhood abuse and neglect also increase the risks of violence and housing insecurity for both genders, while the presence of children reduces these risks. Women who are bisexual or lesbian and women with homeless friends also face elevated risks of housing insecurity, while men's sexual orientation and friend networks seem less relevant