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

Table 6 Effect of increase in LE share and share Latino on reading 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	−0.072	0.083	−0.067	−0.106*	0.006	−0.092
Share of limited English	(0.055)	(0.060)	(0.076)	(0.057)	(0.066)	(0.073)
Panel B: race composition of peers (only)
Share of Latino	−0.068	−0.027	−0.081	−0.040	−0.062	−0.056
Share of Latino	(0.045)	(0.051)	(0.062)	(0.050)	(0.055)	(0.063)
Panel C: share of limited English and racial composition of peers
Share of limited English	−0.084	0.089	−0.042	−0.152**	0.054	−0.135
Share of limited English	(0.085)	(0.068)	(0.074)	(0.082)	(0.070)	(0.081)
Share of Latino	−0.029	−0.068	−0.062	0.030	−0.087	0.006
Share of Latino	(0.071)	(0.055)	(0.061)	(0.072)	(0.060)	(0.066)
F test of joint significance	(0.054)*	(0.746)	(0.202)	(0.049)**	(0.643)	(0.107)
Observations	534,638	489,392	428,763	469,085	468,098	516,791

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
***p < 0.01; **p < 0.05; *p < 0.10