Gender and Race Heterogeneity: The Impact of Increases in Students with Limited English on Native Students' Performance

Timothy Diette and Ruth Uwaifo Oyelere

No 7856, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: The influx of immigrants has shifted the ethnic composition of public schools in many states including North Carolina. Recent evidence from North Carolina suggests that increases in Limited English students' concentration have led to a slight decline in performance solely for students at the top of the achievement distribution. The heterogeneous peer effects by achievement level lead us to explore in this paper whether the increased immigration has differential effects by gender and race. Utilizing fixed effects methods that allow us to address possible endogeneity with respect to the schools' students attend, we find heterogeneous peer effects of limited English students on natives' performance in math and reading. Specifically, we find no peer effects on white females but small negative effects on males and blacks on average.

Keywords: immigrants; student achievement; peer effects; education; race; gender; limited English students (search for similar items in EconPapers)
JEL-codes: I20 I21 J15 J24 (search for similar items in EconPapers)
Pages: 35 pages
Date: 2013-12
New Economics Papers: this item is included in nep-dem, nep-edu, nep-mig and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Published - published in: American Economic Review: Papers & Proceedings, 2014, 104 (5), 412-417

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