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Do limited English students jeopardize the education of other students? Lessons from the North Carolina public school system

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  • Timothy M. Diette
  • Ruth Uwaifo Oyelere

Abstract

The significant increase in immigration has altered the ethnic composition of public schools in many states. Given the perceived negative impact of immigrant students by some, we are interested in investigating whether higher concentrations of students with limited English (LE) skills in a school affect the academic performance of native students. To address this question, we analyze education data from North Carolina using LE ability as a proxy for immigrant students who are not native English speakers. Our analysis provides limited evidence of negative peer effects of LE students, though the effects are heterogeneous and the magnitudes are small.

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  • Timothy M. Diette & Ruth Uwaifo Oyelere, 2017. "Do limited English students jeopardize the education of other students? Lessons from the North Carolina public school system," Education Economics, Taylor & Francis Journals, vol. 25(5), pages 446-461, September.
    • Handle: RePEc:taf:edecon:v:25:y:2017:i:5:p:446-461
    DOI: 10.1080/09645292.2017.1311300
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    3. Chevalier, Arnaud & Isphording, Ingo E. & Lisauskaite, Elena, 2020. "Peer diversity, college performance and educational choices," Labour Economics, Elsevier, vol. 64(C).
    4. Gourley, Patrick, 2021. "Back to basics: How reading the text and taking notes improves learning," International Review of Economics Education, Elsevier, vol. 37(C).
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    6. Pregaldini, Damiano & Balestra, Simone & Backes-Gellner, Uschi, 2022. "Does Ethnic Diversity in Schools Affect Occupational Choices?," IZA Discussion Papers 15780, Institute of Labor Economics (IZA).
    7. Simen Markussen & Knut Røed, 2023. "Are richer neighborhoods always better for the kids?," Journal of International Economic Law, Oxford University Press, vol. 23(3), pages 629-651.

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