Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers

Regression Discontinuity Evidence from Texas

A. Chin, N. Meltem Daysal, S.A. Imberman

Research output: Working paperDiscussion paperOther research output

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Abstract

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 offers bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that bilingual education programs do not significantly impact the standardized test scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, there are significant positive spillover effects to their non-LEP peers.
Original languageEnglish
Place of PublicationTilburg
PublisherEconometrics
Number of pages51
Volume2012-050
Publication statusPublished - 2012

Publication series

NameCentER Discussion Paper
Volume2012-050

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bilingual education
regression
district
evidence
student
language
school
school grade

Keywords

  • Bilingual education

Cite this

Chin, A., Meltem Daysal, N., & Imberman, S. A. (2012). Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. (CentER Discussion Paper; Vol. 2012-050). Tilburg: Econometrics.
Chin, A. ; Meltem Daysal, N. ; Imberman, S.A. / Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers : Regression Discontinuity Evidence from Texas. Tilburg : Econometrics, 2012. (CentER Discussion Paper).
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Chin, A, Meltem Daysal, N & Imberman, SA 2012 'Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas' CentER Discussion Paper, vol. 2012-050, Econometrics, Tilburg.

Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers : Regression Discontinuity Evidence from Texas. / Chin, A.; Meltem Daysal, N.; Imberman, S.A.

Tilburg : Econometrics, 2012. (CentER Discussion Paper; Vol. 2012-050).

Research output: Working paperDiscussion paperOther research output

TY - UNPB

T1 - Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers

T2 - Regression Discontinuity Evidence from Texas

AU - Chin, A.

AU - Meltem Daysal, N.

AU - Imberman, S.A.

N1 - Pagination: 51

PY - 2012

Y1 - 2012

N2 - 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 offers bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that bilingual education programs do not significantly impact the standardized test scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, there are significant positive spillover effects to their non-LEP peers.

AB - 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 offers bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that bilingual education programs do not significantly impact the standardized test scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, there are significant positive spillover effects to their non-LEP peers.

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M3 - Discussion paper

VL - 2012-050

T3 - CentER Discussion Paper

BT - Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers

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Chin A, Meltem Daysal N, Imberman SA. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. Tilburg: Econometrics. 2012. (CentER Discussion Paper).