Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/62527 
Erscheinungsjahr: 
2012
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 6694
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
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.
Schlagwörter: 
bilingual education
JEL: 
I21
J24
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
1.74 MB





Publikationen in EconStor sind urheberrechtlich geschützt.