What Holds Back the Second Generation?
利用2000年美国人口普查微观数据，发现第二代移民的多种结果与父母到达美国的年龄（尤其是是否处于语言习得关键期）相关，进而通过工具变量估计父母英语水平对子女的影响。
Abstract In 2000 Census microdata, various outcomes of second-generation immigrants are related to their parents' age at arrival in the United States, and in particular whether that age fell within the "critical period" of language acquisition. We interpret this as an effect of the parents' English-language skills and construct an instrumental variable for parental English proficiency. Estimates of the effect of parents' English-speaking proficiency using two-stage least squares yield significant, positive results for children's English-speaking proficiency and preschool attendance, and significant, negative results for dropping out of high school and being below age-appropriate grade.