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dc.contributor.authorBibler, Andrew
dc.date.accessioned2017-08-11T17:41:50Z
dc.date.available2017-08-11T17:41:50Z
dc.date.issued2017-02-01
dc.identifier.urihttp://hdl.handle.net/11122/7813
dc.description.abstractDual language classrooms provide English language learners (ELLs) an opportunity to receive instruction in their native language in hopes of easing the transition to English fluency, and provide an opportunity for native English speakers to receive instruction in a second language. For ELLs, learning in their native language could improve achievement by helping them build a stronger foundation in core subjects, but could also have a negative impact through delayed growth in English skills. For native English speakers, communication barriers could hurt achievement, but many argue that mental stimulation from speaking two languages leads to greater cognitive growth. Empirical testing for the e↵ect of dual language education on academic achievement is necessary to inform the debate on the practice of dual language education, and to inform policymakers and practitioners on practices for assimilating students with non-English dominant languages. I examine dual language education and student achievement using school choice lotteries from Charlotte-Mecklenburg School District, finding local average treatment e↵ects on math and reading exam scores of more than 0.06 standard deviations per year for participants who were eligible for English second language (ESL) services or designated limited English proficient (LEP). There is also some evidence that attending a dual language school led to a lower probability of having limited English proficient status starting in third grade. For applicants who were not eligible for ESL services or designated as LEP, attending a dual language school resulted in higher end of grade exam scores of about 0.09 and 0.05 standard deviations per year in math and reading, respectively.en_US
dc.description.sponsorshipIES, U.S. Department of Education Award #R305B090011en_US
dc.language.isoen_USen_US
dc.publisherInstitute of Social and Economic Research, University of Alaska Anchorageen_US
dc.subjectlanguage immersionen_US
dc.subjectbilingual educationen_US
dc.subjectEnglish language learneren_US
dc.subjectmagnet schoolsen_US
dc.subjectschool choiceen_US
dc.subjectlotteryen_US
dc.titleDual language Education And Student Achievementen_US
dc.typeReporten_US
refterms.dateFOA2020-03-05T13:12:25Z


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