Academic achievement and wellbeing of dual language learners:Evidence from a busing program
| Autor: | Elena Mattana, Bénédicte Rouland, Anna Piil Damm, Helena Skyt Nielsen |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Economics and Econometrics
Desegregation School Segregation media_common.quotation_subject 05 social sciences Immigration Integration Academic achievement Odds Education Urban Studies Variation (linguistics) Dual language 0502 economics and business Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION School environment Language proficiency Second-language learner 050207 economics Psychology School Environment 050205 econometrics media_common |
| Zdroj: | Damm, A P, Mattana, E, Nielsen, H S & Rouland, B 2021, ' Academic achievement and wellbeing of dual language learners : Evidence from a busing program ', Journal of Urban Economics, vol. 126, 103358 . https://doi.org/10.1016/j.jue.2021.103358 |
| DOI: | 10.1016/j.jue.2021.103358 |
| Popis: | We exploit exogenous variation from a school desegregation policy to investigate the determinants of academic achievement and wellbeing of dual language learners. The policy buses some school starters with low host-country language proficiency from schools with many dual language learners, higher total budget for dual language learning and higher per-pupil spending to schools with fewer dual language learners but lower total budget for dual language learning and per-pupil spending. Assignment to busing is exogenous conditional on three observed individual characteristics, hence we compare bused and non-bused pupils conditional on these characteristics. We find that assignment to forced busing has a negative effect on the academic performance and wellbeing of dual language learners, which is at odds with findings for school desegregation in the US. |
| Databáze: | OpenAIRE |
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