Utilizing the 1988–1992 surveys from the Restricted‐Use National Education Longitudinal Study of 1988, I find that language minority students who received English‐language assistance (ELA) programs beyond the third grade reported lower English‐skill acquisition and made smaller academic progress in high school than their peers. Moreover, while the type of high school ELA program (e.g., bilingual education) differently affected scholastic outcomes, students in such programs did not surpass their counterparts in monolingual‐English classes on average.
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