Replication data for: Gender and Race Heterogeneity: The Impact of Students with Limited English on Native Students' Performance
Principal Investigator(s): View help for Principal Investigator(s) Timothy M. Diette; Ruth Uwaifo Oyelere
Version: View help for Version V1
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P2014_1179_data | 10/11/2019 10:24:PM | ||
LICENSE.txt | text/plain | 14.6 KB | 10/11/2019 06:24:PM |
Project Citation:
Diette, Timothy M., and Uwaifo Oyelere, Ruth. Replication data for: Gender and Race Heterogeneity: The Impact of Students with Limited English on Native Students’ Performance. Nashville, TN: American Economic Association [publisher], 2014. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-11. https://doi.org/10.3886/E112806V1
Project Description
Summary:
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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.
Scope of Project
JEL Classification:
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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
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
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