Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schooling Laws on Immigrants | Zendy

Adriana LlerasMuney | Zendy; Allison Shertzer | Zendy

Open Access

Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schooling Laws on Immigrants

Author(s) -

Adriana LlerasMuney,

Allison Shertzer

Publication year - 2015

Publication title -

american economic journal economic policy

Language(s) - English

Resource type - Journals

eISSN - 1945-7731

pISSN - 1945-774X

DOI - 10.1257/pol.20120219

Subject(s) - americanization , immigration , statute , law , literacy , fluency , work (physics) , political science , census , immigration law , sociology , demographic economics , economics , mathematics education , psychology , population , demography , engineering , mechanical engineering

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 during the Americanization period (1910-1930). English-only statutes moderately increased the literacy of certain foreign-born children, particularly those living in cities or whose parents were not fluent in English. However, these laws had no impact on immigrants' eventual labor market outcomes or measures of social integration (from 1940 census and WWII enlistment records). Only laws regulating the age when children could work significantly affected immigrant outcomes. (JEL I21, I26, I28, J13, J15, N31, N32)

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