Abstract
Our paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5?6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys? language test scores. In addition, we study whether there are spillover effects of peers? dialect-speaking on test scores. We find no evidence for spillover effect of peers? dialect-speaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are affected by the share of dialect-speaking peers in the classroom.
| Original language | English |
|---|---|
| Pages (from-to) | 1-15 |
| Number of pages | 15 |
| Journal | Economics of Education Review |
| Volume | 54 |
| DOIs | |
| Publication status | Published - 2016 |