Improving Educational Outcomes for Students: The Effect of Targeted Bilingual Education Funding in Wisconsin Using a Regression Discontinuity Design

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Improving Outcomes for Students, Teachers, and Higher Education Professionals (Table 12)

Abstract

This study examines the impact of Wisconsin’s bilingual education funding on student achievement, focusing on a set-aside funding policy for districts with high concentrations of English Learners (ELs). Using a Sharp Regression Discontinuity design, the analysis explores whether additional funding improves standardized test outcomes for both ELs and the broader student population. Findings indicate significant positive effects on Grade 7 English Language Arts (ELA) scores and math scores across multiple grades, suggesting that targeted bilingual funding can enhance educational outcomes. The results underscore the importance of sustained investment in bilingual education, with potential spillover benefits for all students. This research informs policy decisions on resource allocation in education.

Author

• Xinyu Guan, University of Wisconsin - Madison