Gender and Race Heterogeneity: The Impact of Students with Limited English on Native Students' Performance
- (pp. 412-17)
Abstract
Recent evidence suggests that exposure to a larger share of Limited English (LE) students is associated with a slight decline in performance for students at the top of the achievement distribution. In this paper we explore whether LE peer effects differ by gender and race. Utilizing school-by-year fixed effect methods that allow us to address possible endogeneity with respect to the schools students attend, we find evidence of heterogeneous peer effects of LE students on natives. Specifically, we find no LE student peer effects on females' achievement in math and reading but significant negative effects on males and black students.Citation
Diette, Timothy M., and Ruth Uwaifo Oyelere. 2014. "Gender and Race Heterogeneity: The Impact of Students with Limited English on Native Students' Performance." American Economic Review, 104 (5): 412-17. DOI: 10.1257/aer.104.5.412Additional Materials
JEL Classification
- H75 State and Local Government: Health; Education; Welfare; Public Pensions
- I21 Analysis of Education
- I28 Education: Government Policy
- J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
- J16 Economics of Gender; Non-labor Discrimination