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Table 8 Effect of increase in LE share and share Latino on reading achievement by race and prior achievement tercile

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

 

Black

White

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

−0.116

0.064

−0.150*

−0.088*

0.047

−0.033

(0.088)

(0.079)

(0.082)

(0.047)

(0.058)

(0.076)

Panel B: race composition of peers (only)

 Share of Latino

−0.012

0.014

−0.114*

−0.062

−0.066

−0.053

(0.081)

(0.068)

(0.066)

(0.064)

(0.040)

(0.048)

Panel C: share of limited English and racial composition of peers

 Share of limited English

−0.214**

0.008

−0.180*

−0.097*

0.123*

−0.025

(0.109)

(0.097)

(0.101)

(0.057)

(0.070)

(0.093)

 Share of Latino

0.095

0.010

−0.029

−0.019

–0.122**

−0.041

(0.071)

(0.090)

(0.077)

(0.048)

(0.057)

(0.078)

F test of joint significance

(0.216)

(0.835)

(0.017)**

(0.022)**

(0.983)

(0.424)

Observations

193,866

307,527

429,988

809,857

649,963

515,566

  1. 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 in reading, own gender, 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. 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
  2. ***p < 0.01; **p < 0.05; *p < 0.10