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.
|Place of Publication||Tilburg|
|Publisher||CentER, Center for Economic Research|
|Number of pages||41|
|Publication status||Published - 8 Mar 2016|
|Name||CentER Discussion Paper|
- test scores
- spillover effects
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.