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.
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