Replication data for: LEP Language Disability, Immigration Reform, and English-Language Acquisition

Principal Investigator(s): View help for Principal Investigator(s) Alberto Dávila; Marie T. Mora

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Davila_Mora_data_P20161113.zip	application/zip	9.8 MB	10/12/2019 07:15:AM
LICENSE.txt	text/plain	14.6 KB	10/12/2019 07:15:AM
README---Notes-for-data-in-Davila--Mora-2016-AER-PP_20161113.pdf	application/pdf	132.7 KB	10/12/2019 07:15:AM

Project Citation:

Dávila, Alberto, and Mora, Marie T. Replication data for: LEP Language Disability, Immigration Reform, and English-Language Acquisition. Nashville, TN: American Economic Association [publisher], 2016. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113482V1

Project Description

Summary: Policy might partly shape the English-language acquisition of Hispanics migrating to the U.S. mainland, particularly policies related to limited-English-language disability benefits and immigration reform. Using data from the American Community Survey, we find that island-born Puerto Ricans on the U.S. mainland, as U.S. citizens, may have lower incentives to learn English than Hispanic immigrants because of their higher participation in LEP disability programs. However, among Mexican immigrants, recent immigration reform aimed at interior enforcement might have increased incentives for Mexican immigrants to learn English to reduce their probability of detection, if speaking English proxies for undocumented status.

Scope of Project

JEL Classification:
      I28 Education: Government Policy
      J14 Economics of the Elderly; Economics of the Handicapped; Non-labor Market Discrimination
      J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
      J24 Human Capital; Skills; Occupational Choice; Labor Productivity

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Published Versions

V1 [2019-10-12]

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DDI 2.5

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