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Are immigrants and girls graded worse? Results of a matching approach

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  • David Kiss

Abstract

Using Progress in International Reading Literacy Study 2001 and Programme for International Student Assessment 2003 data for Germany, this paper examines whether second-generation immigrants and girls are graded worse in math than comparable natives and boys, respectively. Once all grading-relevant characteristics, namely math skills and oral participation, are accounted for, pupils should obtain same school grades. Results of a matching approach and class fixed effects regressions suggest that second-generation immigrants have grade disadvantages in primary education which could bias their secondary school track choice. Regarding secondary school, most immigrants are not affected by grade discrimination and girls enrolled in upper-secondary school are systematically graded better.

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File URL: http://hdl.handle.net/10.1080/09645292.2011.585019
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Bibliographic Info

Article provided by Taylor & Francis Journals in its journal Education Economics.

Volume (Year): 21 (2013)
Issue (Month): 5 (December)
Pages: 447-463

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Handle: RePEc:taf:edecon:v:21:y:2013:i:5:p:447-463

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Cited by:
  1. Krause, Annabelle & Rinne, Ulf & Schüller, Simone, 2012. "Kick It Like Özil? Decomposing the Native-Migrant Education Gap," IZA Discussion Papers 6696, Institute for the Study of Labor (IZA).
  2. Jens Ruhose, 2013. "Bildungsleistungen von Migranten und deren Determinanten – Teil II: Primar-, Sekundar- und Tertiärbereich," Ifo Schnelldienst, Ifo Institute for Economic Research at the University of Munich, vol. 66(10), pages 24-38, 05.
  3. Elke Lüdemann & Guido Schwerdt, 2013. "Migration background and educational tracking," Journal of Population Economics, Springer, vol. 26(2), pages 455-481, April.

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