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

Table 5 Effect of increase in LE share and share Latino on math achievement by gender and prior achievement tercile

	Female			Male
	Top tercile	Middle tercile	Bottom tercile	Top tercile	Middle tercile	Bottom tercile
	(1)	(2)	(3)	(4)	(5)	(6)
Panel A: share of limited English (only)
Share of limited English	−0.008	0.031	−0.015	−0.142**	−0.059	0.005
Share of limited English	(0.069)	(0.071)	(0.069)	(0.071)	(0.076)	(0.067)
Panel B: race composition of peers (only)
Share of Latino	−0.014	0.018	−0.085	−0.052	−0.031	−0.004
Share of Latino	(0.058)	(0.057)	(0.059)	(0.056)	(0.059)	(0.060)
Panel C: share of limited English and racial composition of peers
Share of limited English	−0.030	−0.027	−0.006	−0.177**	−0.136	−0.051
Share of limited English	(0.087)	(0.088)	(0.085)	(0.089)	(0.093)	(0.082)
Share of Latino	0.000	0.031	−0.082	0.029	0.032	0.020
Share of Latino	(0.071)	(0.070)	(0.071)	(0.069)	(0.071)	(0.072)
F test of joint significance	(0.689)	(0.959)	(0.239)	(0.048)**	(0.189)	(0.673)
Observations	493,179	494,255	469,400	509,569	468,960	487,218

Notes: This table summarizes the estimates of the impact of LE shares and share of Latino peers on test scores from 18 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, and other variables highlighted under Table 3. Setup of panels A, B, and C is same as Table 3. 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