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

Anna Damm, Elena Mattana (), Helena Nielsen and Benedicte Rouland ()
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Anna Damm: Aarhus University [Aarhus]
Elena Mattana: Aarhus University [Aarhus]
Benedicte Rouland: LEMNA - Laboratoire d'économie et de management de Nantes Atlantique - Nantes Univ - IAE Nantes - Nantes Université - Institut d'Administration des Entreprises - Nantes - Nantes Université - pôle Sociétés - Nantes Univ - Nantes Université

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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)
Date: 2021-06-08
Note: View the original document on HAL open archive server: https://hal.science/hal-04962273v1
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Published in Journal of Urban Economics, 2021, 126 (1), pp.103358. ⟨10.1016/j.jue.2021.103358⟩

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Journal Article: 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:hal:journl:hal-04962273

DOI: 10.1016/j.jue.2021.103358

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