To estimate the causal effect of bilingual education on the academic achievement of limited English proficient (LEP) students and their peers, we exploit a policy rule in Texas requiring a school district to offer bilingual education when its enrollment of LEP students in a particular elementary grade level and language is twenty or higher. Using school panel data for 1998-99 to 2009-10, we find evidence of a significant jump up in the probability that a district offers bilingual education above this 20-student cutoff. Using this variation in exposure to bilingual education, we find that bilingual education has positive effects on the standardized test scores of non-LEP, non-Spanish home language students with cumulative impacts of around 0.2 standard deviations in math and reading by grade 5.  For Spanish home-language students we find smaller and statistically insignificant, but still positive effects. These results indicate that bilingual education may be helpful to both LEP and non-LEP students.