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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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  • Aimee Chin
  • N. Meltem Daysal
  • Scott A. Imberman

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 National Bureau of Economic Research, Inc in its series NBER Working Papers with number 18197.

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Date of creation: Jun 2012
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Publication status: published as Chin, Aimee & Daysal, N. Meltem & Imberman, Scott A., 2013. "Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas," Journal of Public Economics, Elsevier, vol. 107(C), pages 63-78.
Handle: RePEc:nbr:nberwo:18197

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  1. Guido Imbens & Thomas Lemieux, 2007. "Regression Discontinuity Designs: A Guide to Practice," NBER Working Papers 13039, National Bureau of Economic Research, Inc.
  2. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-in-Differences Estimates?," The Quarterly Journal of Economics, MIT Press, vol. 119(1), pages 249-275, February.
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  10. Chin, A. & Daysal, N. Meltem & Imberman, S.A., 2012. "Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas," Discussion Paper 2012-050, Tilburg University, Center for Economic Research.
  11. Betts, Julian, 1998. "Educational Crowding Out: Do Immigrants Affect the Educational Attainment of American Minorities?," University of California at San Diego, Economics Working Paper Series qt8vt7f1bh, Department of Economics, UC San Diego.
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  13. Victor Lavy & M. Daniele Paserman & Analia Schlosser, 2012. "Inside the Black Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom," Economic Journal, Royal Economic Society, vol. 122(559), pages 208-237, 03.
  14. Joshua Angrist & Aimee Chin & Ricardo Godoy, 2006. "Is Spanish-Only Schooling Responsible for the Puerto Rican Language Gap?," NBER Working Papers 12005, National Bureau of Economic Research, Inc.
  15. David N. Figlio, 2007. "Boys Named Sue: Disruptive Children and Their Peers," Education Finance and Policy, MIT Press, vol. 2(4), pages 376-394, September.
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  19. Neymotin, Florence, 2009. "Immigration and its effect on the college-going outcomes of natives," Economics of Education Review, Elsevier, vol. 28(5), pages 538-550, October.
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Cited by:
  1. Hunt, Jennifer, 2012. "The Impact of Immigration on the Educational Attainment of Natives," IZA Discussion Papers 6904, Institute for the Study of Labor (IZA).
  2. Chin, A. & Daysal, N. Meltem & Imberman, S.A., 2012. "Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas," Discussion Paper 2012-050, Tilburg University, Center for Economic Research.
  3. 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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