Gender and racial differences in peer effects of limited English students: a story of language or ethnicity?

Table 3 Effect of increase in LE share and share Latino on achievement by gender

	Math		Reading
	Female	Male	Female	Male
	(1)	(2)	(3)	(4)
Panel A: share of limited English (only)
Share of limited English	−0.006	−0.082	−0.031	−0.076*
Share of limited English	(0.056)	(0.057)	(0.044)	(0.046)
Panel B: race composition of peers (only)
Share of Latino	−0.018	−0.025	−0.055	−0.043
Share of Latino	(0.045)	(0.046)	(0.035)	(0.038)
Panel C: share of limited English and racial composition of peers
Share of limited English	−0.011	−0.115	−0.017	−0.082
Share of limited English	(0.071)	(0.071)	(0.039)	(0.057)
Share of Latino	−0.013	0.028	−0.048	−0.005
Share of Latino	(0.056)	(0.055)	(0.043)	(0.046)
F test of joint significance	(0.689)	(0.151)	(0.161)	(0.074)*
Observations	1,456,834	1,465,747	1,452,793	1,453,974

Notes: The specification in panel A includes the share of limited English students, but not the racial composition of the student’s peers. Panel B reports the specification that includes the racial composition of the student’s peers, but not the share of limited English students. Panel C includes both the share of limited English and the racial composition of their peers. This table summarizes the estimates of the impact of LE shares and share of Latino peers on test scores from 12 separate estimations using school-by-year fixed effects. In all specifications, we control for the previous year z-score for the same subject of the dependent variable, own race, indicators for parent education level, indicators for free or reduced price lunch for the student, year fixed effects, grade fixed effects, share of peers in the grade eligible for free or reduced price lunch, and number of students in the grade. The estimated coefficients for all variables are available upon request. Robust clustered standard errors in parentheses and clustered at the school-year grade level
***p < 0.01; **p < 0.05; *p < 0.10