The Effect of Immigrant on Natives' School Achievement : Does Length of Stay in the Host Country Matter?
Using a rich data set of primary school students, this paper estimates the effects of immigrant concentration in the classroom on the academic achievement of natives. In contrast with previous contributions, it exploits rare information on age-at-m...
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| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2018
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| Online Access: | http://documents.worldbank.org/curated/en/702871529934288951/The-effect-of-immigrant-concentration-at-school-on-natives-achievement-does-length-of-stay-in-the-host-country-matter http://hdl.handle.net/10986/29944 |
| Summary: | Using a rich data set of primary school
students, this paper estimates the effects of immigrant
concentration in the classroom on the academic achievement
of natives. In contrast with previous contributions, it
exploits rare information on age-at-migration to estimate
separate spillover effects by duration of stay of immigrant
classmates. To identify treatment effects, it uses
cohort-by-cohort deviations in immigrant concentration
within schools combined with attractive features of the
Dutch school system. Overall, the paper finds no effect of
the concentration of immigrant students on natives'
test scores. However, although immigrant students who have
been in the country for some time have virtually no effect
on natives, the analysis finds a small negative effect of
recent immigrants in the classroom on natives' test
scores. This effect significant only for language test
scores, but insignificant for mathematics test scores. When
significant, effect sizes are quite small compared to other
educational interventions and classroom peer effects
estimated in other contexts. |
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