Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/62527
Authors: 
Chin, Aimee
Daysal, N. Meltem
Imberman, Scott A.
Year of Publication: 
2012
Series/Report no.: 
Discussion Paper series, Forschungsinstitut zur Zukunft der Arbeit 6694
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.
Subjects: 
bilingual education
JEL: 
I21
J24
Document Type: 
Working Paper

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