The Effect of Neighborhood Limited English Proficiency on Third Graders' Reading Achievement in Public Elementary Schools in the U.S. State of Georgia

Abstract

Objective: We analyze the effect of neighborhood limited English proficiency on third graders' reading achievement in public elementary schools in the U.S. state of Georgia. Methods: Neighborhood limited English proficiency and school-related outcomes are more likely to be endogenously determined at the neighborhood level. We correct for this endogeneity concern using foreign-born population as the instrument for neighborhood limited English proficiency. Results: Our results show that a 1 percentage point increase in limited English proficient households in the census tract reduced proficient learners and above on third-grade reading by 0.20 percentage point in the U.S. state of Georgia. Conclusion: Improving neighborhood characteristics may help improve students' achievement.