A NEW SETTING: AN ANALYSIS OF ELL FUNDING AND ACADEMIC ACHIEVEMENT IN NEW IMMIGRANT DESTINATION STATES

Abstract

Growth in the population of English Language Learning (ELL) students in rural regions of new immigrant destination states introduces concerns for funding and academic achievement. While current scholarship on ELL education investigates these components in established immigrant destination states, none consider the context of new immigrant destinations. This thesis examines the ELL achievement gap in various types of immigrant destination states as well as how the proportion of ELL students and district locale are associated with academic achievement and funding in new immigrant destinations. I find that at the state level, although new immigrant destination states continue to see significant ELL achievement gaps, they are smaller than the gaps present in established and nonimmigrant destination states. At the district level, I find that in new destination states, there is no association between the proportion of ELL students in the district and district locale on academic proficiency and funding.