Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/192042
Title: THE IMPACT OF STUDENT-TEACHER LANGUAGE MATCHING ON HISPANIC STUDENTS IN THE US
Authors: GOH ENG HAN
Keywords: educational economics
fixed effects
heterogeneity
native language
academic achievement
Issue Date: 5-Apr-2021
Citation: GOH ENG HAN (2021-04-05). THE IMPACT OF STUDENT-TEACHER LANGUAGE MATCHING ON HISPANIC STUDENTS IN THE US. ScholarBank@NUS Repository.
Abstract: This thesis explores how teacher demographics affect students’ academic performance, specifically the relationship between teachers’ race and native language matching with English-speaking Hispanic students in the United States. The thesis aims to illustrate the mechanism of how demographic matching affects academic performance through native language. Variation in a student’s native language matching with two different subject teachers, within-student, is used to estimate the impact of assigning a student to a teacher with matching native language. I find that for all subjects in the dataset, there is no evidence that assigning English-speaking Hispanic students to English-speaking teachers has an impact on academic performance, with or without teacher race controls. If an English-speaking Hispanic student is assigned to a Hispanic teacher that is not English-speaking instead, there is no impact on the student’s academic performance either.
URI: https://scholarbank.nus.edu.sg/handle/10635/192042
Appears in Collections:Bachelor's Theses

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