Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas
Research output: Contribution to journal › Journal article › Research › peer-review
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.
Original language | English |
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Journal | Journal of Public Economics |
Volume | 107 |
Pages (from-to) | 63-78 |
Number of pages | 16 |
ISSN | 0047-2727 |
DOIs | |
Publication status | Published - Nov 2013 |
- Bilingual education, Limited English proficient (LEP) students, Peer effects
Research areas
ID: 256519560