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Language Access and Initiative Outcomes: Did the Voting Rights Act Influence Support for Bilingual Education? Uploaded 12-17-2009 Keywords regression discontinuity design multilevel modeling immigrant political incorporation language access elections Voting Rights Act Abstract This paper investigates one tool designed to enfranchise immigrants: foreign-language election materials. Specifically, it estimates the impact of Spanish-language assistance provided under Section 203 of the Voting Rights Act. Focusing on a California initiative on bilingual education, it tests how Spanish-language materials influenced turnout and election outcomes in Latino neighborhoods. It also considers the possibility of an anti-Spanish backlash in non-Hispanic white neighborhoods. Empirically, the analysis couples a regression discontinuity design with multilevel modeling to isolate the impact of Section 203. The analysis finds that Spanish-language assistance increased turnout and reduced support for ending bilingual education in Latino neighborhoods with many Spanish speakers. It finds hints of backlash among non-Hispanic white precincts, but not with the same certainty. The turnout finding gains additional support from multilevel regression discontinuity analyses of 2004 Latino voter turnout nationwide. For Latino citizens who speak little English, the availability of Spanish ballots increases turnout and influences election outcomes as well.