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What a Difference Immigration Law Makes: PISA results, migration background, socioeconomic status and social mobility in Europe and traditional countries of immigration

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  • Entorf, Horst
  • Minoiu, Nicoleta

Abstract

The purpose of this article is to evaluate the importance of social class, migration background and command of national languages for the PISA school performance of teenagers living in European countries (France, Finland, Germany, United Kingdom, and Sweden) and traditional countries of immigration (Australia, Canada, New Zealand and the US). Econometric results show that the influence of the socioeconomic background of parents differs strongly across nations, with the highest impact found for Germany, the UK and US, whereas social mobility appears to be more likely in Scandinavian countries and in Canada. Further empirical results show that for students with a migration background a key for catching up is the language spoken at home. We conclude that educational policy should focus on integration of immigrant children in schools and preschools, with particular emphasis on language skills at the early stage of childhood.
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  • Entorf, Horst & Minoiu, Nicoleta, 2004. "What a Difference Immigration Law Makes: PISA results, migration background, socioeconomic status and social mobility in Europe and traditional countries of immigration," Publications of Darmstadt Technical University, Institute for Business Studies (BWL) 22606, Darmstadt Technical University, Department of Business Administration, Economics and Law, Institute for Business Studies (BWL).
    • Handle: RePEc:dar:wpaper:22606
    Note: for complete metadata visit http://tubiblio.ulb.tu-darmstadt.de/22606/
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    1. Fertig, Michael & Schmidt, Christoph M., 2002. "The Role of Background Factors for Reading Literacy: Straight National Scores in the PISA 2000 Study," IZA Discussion Papers 545, Institute of Labor Economics (IZA).
    2. Ira N. Gang & Klaus F. Zimmermann, 2000. "Is Child like Parent? Educational Attainment and Ethnic Origin," Journal of Human Resources, University of Wisconsin Press, vol. 35(3), pages 550-569.
    3. Alison J. Blaiklock & Cynthia A. Kiro & Michael Belgrave & Will Low & Eileen Davenport & Ian B. Hassall, 2002. "When the Invisible Hand Rocks the Cradle: New Zealand children in a time of change," Papers inwopa02/20, Innocenti Working Papers.
    4. Fertig, Michael, 2003. "Who's to Blame? The Determinants of German Students' Achievement in the PISA 2000 Study," RWI Discussion Papers 4, RWI - Leibniz-Institut für Wirtschaftsforschung.
    5. Frick, Joachim R. & Wagner, Gert G., 2001. "Economic and Social Perspectives of Immigrant Children in Germany," IZA Discussion Papers 301, Institute of Labor Economics (IZA).
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    1. Horst Entorf & Nicoleta Minoiu, 2005. "What a Difference Immigration Policy Makes: A Comparison of PISA Scores in Europe and Traditional Countries of Immigration," German Economic Review, Verein für Socialpolitik, vol. 6(3), pages 355-376, August.
    2. Gvozdeva, Margarita A. (Гвоздева, Маргарита А.) & Kazakova, Maria V. (Казакова, Мария) & Lyubimov, Ivan L. (Любимов, Иван) & Nesterova, Kristina V. (Нестерова, Кристина), 2017. "Immigration, school system and Human Capital [Иммиграция, Школьная Система И Накопление Человеческого Капитала]," Ekonomicheskaya Politika / Economic Policy, Russian Presidential Academy of National Economy and Public Administration, vol. 1, pages 40-57, February.

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