Daysal, N. Meltem4; Chin, Aimee3; Imberman, Scott3
1 COHERE, Department of Business and Economics, Faculty of Business and Social Sciences, SDU2 Department of Business and Economics, Faculty of Business and Social Sciences, SDU3 unknown4 COHERE, Department of Business and Economics, Faculty of Business and Social Sciences, SDU
Regression Discontinuity Evidence from Texas
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 provides bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that providing bilingual education programs (relative to providing only English as a Second Language programs) does not significantly impact the standardized test scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, we find significant positive impacts on non-LEP students’ achievement, which indicates that education programs for LEP students have spillover effects to non-LEP students.
Journal of Public Economics, 2013, Vol 107, p. 63-78