Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas

Aimee Chin, N. Meltem Daysal and Scott Imberman

No 18197, NBER Working Papers from National Bureau of Economic Research, Inc

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.

JEL-codes: I21 J24 (search for similar items in EconPapers)
Date: 2012-06
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
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Published as Chin, Aimee & Daysal, N. Meltem & Imberman, Scott A., 2013. "Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas," Journal of Public Economics, Elsevier, vol. 107(C), pages 63-78.

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Journal Article: Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas (2013)
Working Paper: Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas (2012)
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