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| Autor/in | Bibler, Andrew |
|---|---|
| Titel | Dual Language Education and Student Achievement |
| Quelle | In: Education Finance and Policy, 16 (2021) 4, S.634-658 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1557-3060 |
| Schlagwörter | Bilingual Education; Academic Achievement; School Choice; School Districts; Mathematics Achievement; Reading Achievement; Scores; English Language Learners; Admission (School); Selective Admission; Magnet Schools; Elementary Schools; North Carolina (Charlotte) |
| Abstract | Two-way dual language (DL) classrooms enroll students of two different language backgrounds and teach curriculum in both languages. I estimate the effect of attending a DL school on student achievement using school choice lotteries from Charlotte-Mecklenburg School District in North Carolina, finding local average treatment effects of 0.04 and 0.05 standard deviations per year in math and reading, respectively. Attending a DL school increased test scores for English learners (ELs) and for non-ELs by a similar magnitude. The positive effects of winning the lottery to attend a DL school are substantially larger than the average effect of assignment to other magnet schools, and several peer and school characteristics are ruled out as explanations for the increased test scores. There is no statistically significant evidence that attending a DL school changed the probability of having EL status throughout elementary school. (As Provided). |
| Anmerkungen | MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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