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The Effect of Neighborhood Limited English Proficiency on Third Graders' Reading Achievement in Public Elementary Schools in the U.S. State of Georgia

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  • Ramesh Ghimire
  • Trasie A. Topple

Abstract

Objective We analyze the effect of neighborhood limited English proficiency on third graders' reading achievement in public elementary schools in the U.S. state of Georgia. Methods Neighborhood limited English proficiency and school‐related outcomes are more likely to be endogenously determined at the neighborhood level. We correct for this endogeneity concern using foreign‐born population as the instrument for neighborhood limited English proficiency. Results Our results show that a 1 percentage point increase in limited English proficient households in the census tract reduced proficient learners and above on third‐grade reading by 0.20 percentage point in the U.S. state of Georgia. Conclusion Improving neighborhood characteristics may help improve students' achievement.

Suggested Citation

  • Ramesh Ghimire & Trasie A. Topple, 2020. "The Effect of Neighborhood Limited English Proficiency on Third Graders' Reading Achievement in Public Elementary Schools in the U.S. State of Georgia," Social Science Quarterly, Southwestern Social Science Association, vol. 101(1), pages 218-239, January.
    • Handle: RePEc:bla:socsci:v:101:y:2020:i:1:p:218-239
    DOI: 10.1111/ssqu.12738
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