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Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers : Regression Discontinuity Evidence from Texas

Author

Listed:
  • Chin, A.
  • Meltem Daysal, N.

    (Tilburg University, School of Economics and Management)

  • Imberman, S.A.

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.
(This abstract was borrowed from another version of this item.)

Suggested Citation

  • 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," Other publications TiSEM af2a1339-82dd-4dd0-8a95-a, Tilburg University, School of Economics and Management.
    • Handle: RePEc:tiu:tiutis:af2a1339-82dd-4dd0-8a95-a4bb0e351baa
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    References listed on IDEAS

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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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