Hackett, Lucy2015-08-102015-08-102015-06https://hdl.handle.net/1794/1908630 pages. A thesis presented to the Department of Economics and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2015.English Language Learners (ELL’s) face challenges to their educational success because of the added difficulty of non-fluency in the English Language. This paper studies the effect that English programs in Oregon public schools have on the educational outcomes of ELL’s. A regression discontinuity design was utilized to test the effect that treatment with English programming has on ELL students’ outcomes on Math and Reading assessments, and revealed either no economically significant or a negligibly positive effect from English programming on either Reading or Math scores.en-USCreative Commons BY-NC-ND 4.0-USELLEconomicsEducationESLLanguage acquisitionAchievement gapsEnglish language learnersEnglish as a second languageThesis / Dissertation