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Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas

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

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 provides bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that providing bilingual education programs (relative to providing only English as a Second Language programs) does not significantly impact the standardized test scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, we find significant positive impacts on non-LEP students' achievement, which indicates that education programs for LEP students have spillover effects to non-LEP students.

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Article provided by Elsevier in its journal Journal of Public Economics.

Volume (Year): 107 (2013)
Issue (Month): C ()
Pages: 63-78

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Handle: RePEc:eee:pubeco:v:107:y:2013:i:c:p:63-78
Contact details of provider: Web page: http://www.elsevier.com/locate/inca/505578

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