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

Author

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

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 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.

Suggested Citation

  • 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:eee:pubeco:v:107:y:2013:i:c:p:63-78
    DOI: 10.1016/j.jpubeco.2013.08.008
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    More about this item

    Keywords

    Bilingual education; Peer effects; Limited English proficient (LEP) students;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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