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Aimee Chin

University of Houston, USA, and IZA, Germany

It is time-consuming to sort out which research papers are the most relevant and credible for a particular policy question when it is outside your main area of work, and the World of Labor takes you to the forefront right away

IZA World of Labor role

Author

Current position

Professor, Department of Economics, University of Houston, USA

Research interest

Labor and development economics, focusing on the effects of human capital investments

Website

http://bit.ly/Chin_IZApage

Qualifications

PhD Economics, Massachusetts Institute of Technology, 2001

Selected publications

  • “Language skills and earnings: Evidence from childhood immigrants.” Review of Economics and Statistics 86 (2004): 481–496 (with H. Bleakley).

  • “What holds back the second generation? The intergenerational transmission of language human capital among immigrants.” Journal of Human Resources 43 (2008): 267–298 (with H. Bleakley).

  • “Age at arrival, English proficiency, and social assimilation among U.S. immigrants.” American Economic Journal: Applied Economics 2 (2010): 165–192 (with H. Bleakley).

  • “The returns to English-language skills in India.” Economic Development and Cultural Change 61 (2013): 335–367 (with M. Azam and N. Prakash).

  • “Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas.” Journal of Public Economics 107 (2013): 63–78 (with M. Daysal and S. Imberman).

article(s)

  • Impact of bilingual education on student achievement

    Language development programs should focus on quality rather than the language in which instruction is provided

    Aimee Chin, March 2015
    More than 4.4 million students enrolled in US public schools participate in English language learner programs because of linguistic barriers to learning in regular classrooms. Whether native language instruction should be used in these programs is a contentious issue. Recent studies, using credible research designs for estimating causal impacts, find that bilingual education programs (which use some native language instruction) and English-only programs are not significantly different in their impact on standardized test performance. This finding suggests that it is time to change the focus from use of the native language to program quality.
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