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

• 成果类型: Article
• 署名作者: Chin, Aimee; Daysal, N. Meltem; Imberman, Scott A.
• 署名单位: University of Houston System; University of Houston; University of Southern Denmark; Michigan State University
• 刊物名称: JOURNAL OF PUBLIC ECONOMICS
• ISSN/ISSBN: 0047-2727
• DOI: 10.1016/j.jpubeco.2013.08.008
• 发表日期: 2013
• 页码: 63-78
• 关键词: Bilingual education; peer effects; Limited English proficient (LEP) students

摘要

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. (C) 2013 Elsevier B.V. All rights reserved.