We exploit exogenous variation from a school desegregation policy to investigate the determinants of academic achievement and wellbeing of dual language learners. The policy buses some school starters with low host-country language proficiency from schools with many dual language learners, higher total budget for dual language learning and higher per-pupil spending to schools with fewer dual language learners but lower total budget for dual language learning and per-pupil spending. Assignment to busing is exogenous conditional on three observed individual characteristics, hence we compare bused and non-bused pupils conditional on these characteristics. We find that assignment to forced busing has a negative effect on the academic performance and wellbeing of dual language learners, which is at odds with findings for school desegregation in the US.

我们利用学校取消种族隔离政策的外生变化来调查双语学习者的学业成就和幸福感的决定因素。该政策将一些东道国语言能力低的初学者从拥有许多双语学习者、双语学习总预算较高和每名学生支出较高的学校转移到双语学习者较少但双语学习总预算较低的学校，以及每个学生的支出。校车的分配取决于三个观察到的个人特征，因此我们根据这些特征比较校车和非校车学生。我们发现，强迫巴士的分配对双语学习者的学业成绩和幸福感有负面影响，这与美国学校取消种族隔离的调查结果不一致。