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Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas

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Author Info

  • Chin, Aimee

    ()
    (University of Houston)

  • Daysal, N. Meltem

    ()
    (University of Southern Denmark)

  • Imberman, Scott A.

    ()
    (Michigan State University)

Abstract

Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district offers bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that bilingual education programs do not significantly impact the standardized test scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, there are significant positive spillover effects to their non-LEP peers.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 6694.

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Length: 52 pages
Date of creation: Jun 2012
Date of revision:
Publication status: forthcoming in: Journal of Public Economics, 2013
Handle: RePEc:iza:izadps:dp6694

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Keywords: bilingual education;

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Cited by:
  1. Hunt, Jennifer, 2012. "The Impact of Immigration on the Educational Attainment of Natives," CEPR Discussion Papers 9170, C.E.P.R. Discussion Papers.
  2. Rajesh Ramachandran, 2012. "Language use in education and primary schooling attainment: evidence from a natural experiment in Ethiopia," Working Papers 2012/34, Institut d'Economia de Barcelona (IEB).

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