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

Abstract

ObjectiveWe analyze the effect of neighborhood limited English proficiency on third graders' reading achievement in public elementary schools in the U.S. state of Georgia.MethodsNeighborhood 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.ResultsOur 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.ConclusionImproving neighborhood characteristics may help improve students' achievement.

Perceived reasons for paying more for housing in metro Atlanta: Results from the 2018 Metro Atlanta Speaks survey

“…These findings are not surprising as relatively high-income residents, in general, can afford housing in relatively better school neighborhoods despite relatively higher housing costs (home prices or rents) in better school districts. As we discussed earlier, parents with school-aged children want to move into neighborhoods with better schools, and this finding is consistent with the literature in neighborhood research (e.g., recent work by Chetty et al, 2018;Ghimire & Topple, 2019). Relatively educated residents are less likely to value location in their housing decision.…”