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

Author

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  • Timothy M. Diette
  • Ruth Uwaifo Oyelere

Abstract

Recent evidence suggests that exposure to a larger share of Limited English (LE) students is associated with a slight decline in performance for students at the top of the achievement distribution. In this paper we explore whether LE peer effects differ by gender and race. Utilizing school-by-year fixed effect methods that allow us to address possible endogeneity with respect to the schools students attend, we find evidence of heterogeneous peer effects of LE students on natives. Specifically, we find no LE student peer effects on females' achievement in math and reading but significant negative effects on males and black students.

Suggested Citation

  • Timothy M. Diette & Ruth Uwaifo Oyelere, 2014. "Gender and Race Heterogeneity: The Impact of Students with Limited English on Native Students' Performance," American Economic Review, American Economic Association, vol. 104(5), pages 412-417, May.
    • Handle: RePEc:aea:aecrev:v:104:y:2014:i:5:p:412-17
    Note: DOI: 10.1257/aer.104.5.412
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    More about this item

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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