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|Title:||The Educational Consequences of Language Proficiency for Young Children|
van Ours, Jan C.
|Citation:||Economics of Education Review, 2016, 54, pp. 1-15|
|Abstract:||Our paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5-6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys’ language test scores. In addition, we study whether there are spillover effects of peers’ dialect-speaking on test scores. We find no evidence for spillover effect of peers’ dialect-speaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are a affected by the share of dialect-speaking peers in the classroom.|
|Embargo on file until:||25-Jun-2019|
|Rights:||Copyright © Elsevier, 2016. After embargo this version will be an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.|
|Description:||The file associated with this record is under a 36-month embargo from publication in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.|
|Appears in Collections:||Published Articles, Dept. of Economics|
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|ECOEDU_2015_146_Revision 2_V0.pdf||Post-review (final submitted)||1.3 MB||Adobe PDF||View/Open|
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