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

52 Pages Posted: 7 Jul 2012

See all articles by Aimee Chin

Aimee Chin

University of Houston - Department of Economics

N. Meltem Daysal

Tilburg University; IZA

Scott A. Imberman

Michigan State University; Michigan State University - College of Education

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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.

Keywords: bilingual education

JEL Classification: I21, J24

Suggested Citation

Chin, Aimee Y. and Daysal, N. Meltem and Imberman, Scott Andrew, Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. IZA Discussion Paper No. 6694. Available at SSRN: https://ssrn.com/abstract=2101981

Aimee Y. Chin (Contact Author)

University of Houston - Department of Economics ( email )

Houston, TX 77204-5882
United States

N. Meltem Daysal

Tilburg University ( email )

P.O. Box 90153
Tilburg, DC 5000 LE
Netherlands

HOME PAGE: http://www.meltemdaysal.com

IZA ( email )

P.O. Box 7240
Bonn, D-53072
Germany

HOME PAGE: http://www.meltemdaysal.com

Scott Andrew Imberman

Michigan State University ( email )

East Lansing, MI 48824
United States

Michigan State University - College of Education ( email )

East Lansing, MI
United States

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