The 1990s marked the beginning of a new era of immigration in terms of volume and
settlement patterns and also witnessed significant changes in the social
contexts confronting immigrants. These changes could have significant
repercussions for immigrant youth. While previous research on high school
dropout behavior suggests immigrant youth are faring better in US schools, our
research provides a less optimistic outlook. Using the National Educational
Longitudinal Study (1988) and Educational Longitudinal Study (2002), we use
multivariate analysis, regression decomposition, and fixed effect models to
examine how reading and math test scores of children of immigrants changed
during the 1990s.
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