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Peers, neighborhoods and immigrant student achievement - evidence from a placement policy

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Author Info

  • Olof Aslund

    ()
    (Uppsala University)

  • Per-Anders Edin

    ()
    (IFAU and Uppsala University)

  • Peter Fredriksson

    (IFAU and Uppsala University)

  • Hans Gronqvist

    (Institute for social research (SOFI), University of Stockholm)

Abstract

Immigrants typically perform worse than other students in the OECD countries. We examine to what extent this is due to the population characteristics of the neighborhoods that immigrants grow up in. We address this issue using a governmental refugee placement policy which provides exogenous variation in the initial place of residence in Sweden. The main result is that, for a given share of immigrants in a neighborhood, immigrant school performance is increasing in the number of highly educated adults sharing the subject's ethnicity. A standard deviation increase in the fraction of highly educated adults in the assigned neighborhood increases compulsory school GPA by 0.9 percentile ranks. This magnitude corresponds to a tenth of the gap in student performance between refugee immigrant and native-born children. We also provide tentative evidence that the overall share of immigrants in the neighborhood has a negative effect on GPA.

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Bibliographic Info

Paper provided by Centre for Research and Analysis of Migration (CReAM), Department of Economics, University College London in its series CReAM Discussion Paper Series with number 0928.

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Date of creation: Oct 2009
Date of revision:
Handle: RePEc:crm:wpaper:0928

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Related research

Keywords: Peer effects; Ethnic enclaves; Immigration; School performance;

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References

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Citations

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Cited by:
  1. Grönqvist, Hans & Johansson, Per & Niknami, Susan, 2012. "Income inequality and health: lessons from a refugee residential assignment program," Working Paper Series 2012:11, IFAU - Institute for Evaluation of Labour Market and Education Policy.
  2. Marco Tonello, 2011. "Mechanisms of peer interactions between native and non-native students: rejection or integration?," Working Papers 2011/21, Institut d'Economia de Barcelona (IEB).
  3. Sander Hoogendoorn & Mirjam van Praag, 2012. "Ethnic Diversity and Team Performance: A Field Experiment," Tinbergen Institute Discussion Papers 12-068/3, Tinbergen Institute, revised 01 May 2014.
  4. Stephen Gibbons & Olmo Silva & Felix Weinhardt, 2013. "Everybody Needs Good Neighbours? Evidence from Students’ Outcomes in England," Economic Journal, Royal Economic Society, vol. 123, pages 831-874, 09.
  5. Markussen, Simen & Røed, Knut, 2012. "Social Insurance Networks," IZA Discussion Papers 6446, Institute for the Study of Labor (IZA).
  6. Stephen Gibbons & Olmo Silva & Felix Weinhardt, 2010. "Do Neighbours Affect Teenage Outcomes? Evidence from Neighbourhood Changes in England," CEE Discussion Papers 0122, Centre for the Economics of Education, LSE.
  7. Niknami, Susan, 2010. "Intergenerational Transmission of Education among Immigrant Mothers and their Daughters in Sweden," Working Paper Series 7/2010, Swedish Institute for Social Research.
  8. Sander Hoogendoorn & Mirjam van Praag, 2012. "Ethnic Diversity and Team Performance: A Field Experiment," Tinbergen Institute Discussion Papers 12-068/3, Tinbergen Institute, revised 01 May 2014.
  9. Martin Nordin, 2013. "Immigrant School Segregation in Sweden," Population Research and Policy Review, Springer, vol. 32(3), pages 415-435, June.

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