Browsing by Author "Chin, Aimee"

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    Does Reducing College Costs Improve Educational Outcomes for Undocumented Immigrants?
    (2007) Chin, Aimee; Juhn, Chinhui; James A. Baker III Institute for Public Policy
    Ten states, beginning with Texas and California in 2001, have passed laws permitting undocumented students to pay the in-state tuition rate—rather than the more expensive out-of-state tuition rate—at public universities and colleges. We exploit state-time variation in the passage of the laws to evaluate the effects of these laws on the educational outcomes of Hispanic childhood immigrants who are not U.S. citizens. Specifically, we use individual-level data from the 2001-2005 American Community Surveys supplemented by the 2000 U.S. Census, and estimate the effect of the laws on the probability of attending college for 18-24 year olds who have a high school degree and the probability of dropping out of high school for 16-17 year olds. We find some evidence suggestive of a positive effect of the laws on the college attendance of older Mexican men, although in general estimated effects of the laws are not significantly different from zero. We discuss various reasons for the estimated zero effects. Two important considerations are that little time has elapsed since the state laws were passed and that unchanged federal policy on financial aid and legalization for undocumented students may dampen the state laws’ benefits. Thus, the longer-run effects of the laws may well differ from the short-run effects presented in this paper. (JEL I28, J15, J24)
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    Newcomer Schools in Houston ISD: Examining Student Enrollment and Outcomes
    (Kinder Institute for Urban Research, 2024) Holzman, Brian; Cigarroa Kennedy, Camila; Thomas, Tori; Chin, Aimee
    Newcomer programs aim to serve newly arrived immigrant students by providing specialized instruction and nonacademic support beyond what is offered in traditional English learner classrooms. This series of briefs looks at what characteristics predict whether students and families choose to enroll in newcomer programs.
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    What Holds Back the Second Generation? The Intergenerational Transmission of Language Human Capital Among Immigrants
    (James A. Baker III Institute for Public Policy, 2007) Bleakley, Hoyt; Chin, Aimee; James A. Baker III Institute for Public Policy
    In 2000 Census microdata, various outcomes of second-generation immigrants are related to their parents’ age at arrival in the United States, and in particular whether that age fell within the “critical period” of language acquisition. We interpret this as an effect of the parents’ English-language skills and construct an instrumental variable for parental English proficiency. Estimates of the effect of parents’ English-speaking proficiency using two-stage least squares yield significant, positive results for children’s English-speaking proficiency and preschool attendance, and significant, negative results for dropping out of high school and being below age-appropriate grade. (JEL J13, J24, J62)