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

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Standard

Impact of bilingual education programs on limited English proficient students and their peers : Regression discontinuity evidence from Texas. / Chin, Aimee; Daysal, N. Meltem; Imberman, Scott A.

I: Journal of Public Economics, Bind 107, 11.2013, s. 63-78.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Chin, A, Daysal, NM & Imberman, SA 2013, 'Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas', Journal of Public Economics, bind 107, s. 63-78. https://doi.org/10.1016/j.jpubeco.2013.08.008

APA

Chin, A., Daysal, N. M., & Imberman, S. A. (2013). Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas. Journal of Public Economics, 107, 63-78. https://doi.org/10.1016/j.jpubeco.2013.08.008

Vancouver

Chin A, Daysal NM, Imberman SA. Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas. Journal of Public Economics. 2013 nov.;107:63-78. https://doi.org/10.1016/j.jpubeco.2013.08.008

Author

Chin, Aimee ; Daysal, N. Meltem ; Imberman, Scott A. / Impact of bilingual education programs on limited English proficient students and their peers : Regression discontinuity evidence from Texas. I: Journal of Public Economics. 2013 ; Bind 107. s. 63-78.

Bibtex

@article{1f3ff5387c98460184931309fc37cf30,
title = "Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas",
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.",
keywords = "Bilingual education, Limited English proficient (LEP) students, Peer effects",
author = "Aimee Chin and Daysal, {N. Meltem} and Imberman, {Scott A.}",
year = "2013",
month = nov,
doi = "10.1016/j.jpubeco.2013.08.008",
language = "English",
volume = "107",
pages = "63--78",
journal = "Journal of Public Economics",
issn = "0047-2727",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Impact of bilingual education programs on limited English proficient students and their peers

T2 - Regression discontinuity evidence from Texas

AU - Chin, Aimee

AU - Daysal, N. Meltem

AU - Imberman, Scott A.

PY - 2013/11

Y1 - 2013/11

N2 - 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.

AB - 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.

KW - Bilingual education

KW - Limited English proficient (LEP) students

KW - Peer effects

UR - http://www.scopus.com/inward/record.url?scp=84884720456&partnerID=8YFLogxK

U2 - 10.1016/j.jpubeco.2013.08.008

DO - 10.1016/j.jpubeco.2013.08.008

M3 - Journal article

AN - SCOPUS:84884720456

VL - 107

SP - 63

EP - 78

JO - Journal of Public Economics

JF - Journal of Public Economics

SN - 0047-2727

ER -

ID: 256519560