Academic achievement and wellbeing of dual language learners: Evidence from a busing program

Anna Damm (), Elena Mattana, Helena Nielsen and Bénédicte Rouland

Journal of Urban Economics, 2021, vol. 126, issue C

Abstract: We exploit exogenous variation from a school desegregation policy to investigate the determinants of academic achievement and wellbeing of dual language learners. The policy buses some school starters with low host-country language proficiency from schools with many dual language learners, higher total budget for dual language learning and higher per-pupil spending to schools with fewer dual language learners but lower total budget for dual language learning and per-pupil spending. Assignment to busing is exogenous conditional on three observed individual characteristics, hence we compare bused and non-bused pupils conditional on these characteristics. We find that assignment to forced busing has a negative effect on the academic performance and wellbeing of dual language learners, which is at odds with findings for school desegregation in the US.

Keywords: School Segregation; Integration; Immigration; Education; School Environment; Second-language learner (search for similar items in EconPapers)
JEL-codes: I21 I24 I28 J15 R23 R28 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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Working Paper: Academic achievement and wellbeing of dual language learners: Evidence from a busing program (2021)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:juecon:v:126:y:2021:i:c:s0094119021000401

DOI: 10.1016/j.jue.2021.103358

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