Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas
---- Acknowledgments ----
We thank Chinhui Juhn, Danielle Li, and workshop participants at the 2010 and 2011 National Academy of Education Annual Meeting, 2011 ASSA Meetings, and 2012 SOLE Meetings for helpful comments and discussion. Imberman gratefully acknowledges financial support from the National Academy of Education/Spencer Foundation Postdoctoral Fellowship. A University of Houston Small Grant was used to purchase the data, for which we are grateful. The authors bear sole responsibility for the content of this paper. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.