The Education Consequences of Language Proficiency for Young Children

Yuxin Yao, Asako Ohinata, Jan van Ours

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Abstract

This paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5-6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys' language test scores. In addition, we study whether there are spillover effects of peers' dialect-speaking on test scores. We find no evidence for spillover effect of peers' dialect-speaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are affected by the share of dialect-speaking peers in the classroom.
Original languageEnglish
Place of PublicationTilburg
PublisherCentER, Center for Economic Research
Number of pages41
Volume2016-009
Publication statusPublished - 8 Mar 2016

Publication series

NameCentER Discussion Paper
Volume2016-009

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Keywords

  • dialect-speaking
  • test scores
  • spillover effects

Cite this

Yao, Y., Ohinata, A., & van Ours, J. (2016). The Education Consequences of Language Proficiency for Young Children. (CentER Discussion Paper; Vol. 2016-009). Tilburg: CentER, Center for Economic Research.