| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w18197 |
| 来源ID | Working Paper 18197 |
| Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas | |
| Aimee Chin; N. Meltem Daysal; Scott A. Imberman | |
| 发表日期 | 2012-06-28 |
| 出版年 | 2012 |
| 语种 | 英语 |
| 摘要 | 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. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w18197 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/575873 |
| 推荐引用方式 GB/T 7714 | Aimee Chin,N. Meltem Daysal,Scott A. Imberman. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. 2012. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w18197.pdf（1668KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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