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

35 Pages Posted: 4 Jan 2014

See all articles by Timothy M. Diette

Timothy M. Diette

Washington and Lee University

Ruth Uwaifo Oyelere

Morehouse College; IZA Institute of Labor Economics

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

JEL Classification: I20, I21, J15, J24

Suggested Citation

Diette, Timothy M. and Uwaifo Oyelere, Ruth, Gender and Race Heterogeneity: The Impact of Increases in Students with Limited English on Native Students' Performance. IZA Discussion Paper No. 7856, Available at SSRN: https://ssrn.com/abstract=2374637 or http://dx.doi.org/10.2139/ssrn.2374637

Timothy M. Diette (Contact Author)

Washington and Lee University ( email )

204 W Washington St
Lexington, VA 24450
5404588220 (Phone)

Ruth Uwaifo Oyelere

Morehouse College ( email )

Department of Economics
Atlanta, GA 30332
United States

IZA Institute of Labor Economics

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

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