Gender and Race Heterogeneity: The Impact of Students with Limited English on Native Students' Performance
研究发现，英语水平有限学生对本族学生成绩的同伴效应因性别和种族而异：对女生无显著影响，但对男生和黑人学生有显著负面效应。
Recent evidence suggests that exposure to a larger share of Limited English (LE) students is associated with a slight decline in performance for students at the top of the achievement distribution. In this paper we explore whether LE peer effects differ by gender and race. Utilizing school-by-year fixed effect methods that allow us to address possible endogeneity with respect to the schools students attend, we find evidence of heterogeneous peer effects of LE students on natives. Specifically, we find no LE student peer effects on females' achievement in math and reading but significant negative effects on males and black students.