Bilingual Education and English Proficiency
In 2001, California instituted a statewide test measuring English proficiency for English learners, students who are not proficient in English. In 2003 and 2004, nearly 500,000 English learners in grades 1–5 took this test each year. The relationship between bilingual education receipt and English proficiency is estimated using value-added regression models for each section of the test—listening and speaking, reading, and writing. In these regression models, students in bilingual education have substantially lower English proficiency of 0.3 standard deviations or more compared with other English learners in first and second grades. In contrast, the difference between bilingual education and other programs is usually less than 0.1 standard deviations for students in grades 3–5. These results hold for ordinary least squares, school fixed effects, and propensity score models. © 2010 American Education Finance Association
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 5 (2010)
Issue (Month): 2 (April)
|Contact details of provider:|| Web page: http://mitpress.mit.edu/journals/|
|Order Information:||Web: http://www.mitpressjournals.org/loi/edfp|
When requesting a correction, please mention this item's handle: RePEc:tpr:edfpol:v:5:y:2010:i:2:p:200-227. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Anna Pollock-Nelson)
If references are entirely missing, you can add them using this form.