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Tower of Babel in the Classroom: Immigrants and Natives in Italian Schools

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  • Rosario Maria Ballatore
  • Margherita Fort
  • Andrea Ichino

Abstract

We exploit rules of class formation to identify the causal effect of increasing the number of immigrants in a classroom on natives’ test scores, keeping class size and quality of the two types of students constant (pure ethnic composition [PEC] effect). We explain why this is a relevant policy parameter although it has been neglected so far. The PEC effect is sizable and negative (16% of a standard deviation) on language and math scores. For first-generation immigrants, it is more negative (30% of a standard deviation). Estimates that cannot control for endogenous adjustments implemented by principals are instead considerably smaller.

Suggested Citation

  • Rosario Maria Ballatore & Margherita Fort & Andrea Ichino, 2018. "Tower of Babel in the Classroom: Immigrants and Natives in Italian Schools," Journal of Labor Economics, University of Chicago Press, vol. 36(4), pages 885-921.
    • Handle: RePEc:ucp:jlabec:doi:10.1086/697524
    DOI: 10.1086/697524
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    More about this item

    JEL classification:

    • C36 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Instrumental Variables (IV) Estimation
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination

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