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Immigration and Students' Achievement in Spain

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  • Natalia Zinovyeva
  • Florentino Felgueroso
  • Pablo Vazquez Vega

Abstract

In this paper we assess the differences between immigrant and native pupils' educational performance in Spain using data from the Programme for International Student Assessment (PISA). We find that immigrant pupils perform substantially worse than native pupils in all domains analyzed by PISA. Around half of this gap can be attributed to the differences in observable parental socio-economic characteristics. Between 4 and 20% of the gap can be explained by schools' fixed effects, which capture mainly the existence of differences in the average parental education of peers across schools. Immigrants tend to perform relatively worse in those areas where segregation is higher. Finally, we observe that immigrants' performance tends to improve the longer they stay in Spain.

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Bibliographic Info

Paper provided by FEDEA in its series Working Papers with number 2008-37.

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Date of creation: Nov 2008
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Handle: RePEc:fda:fdaddt:2008-37

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  1. Joshua D. Angrist & Kevin Lang, 2004. "Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program," American Economic Review, American Economic Association, vol. 94(5), pages 1613-1634, December.
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  13. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May.
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  15. Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
  16. Caroline Hoxby, 2000. "Peer Effects in the Classroom: Learning from Gender and Race Variation," NBER Working Papers 7867, National Bureau of Economic Research, Inc.
  17. Eric A. Hanushek & Steven G. Rivkin, 2009. "Harming the best: How schools affect the black-white achievement gap," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 28(3), pages 366-393.
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  22. repec:ese:iserwp:2000-32 is not listed on IDEAS
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Cited by:
  1. Florentino Felgueroso & Maria Gutiérrez-Domènech & Sergi Jiménez-Martín, 2014. "Dropout trends and educational reforms: the role of the LOGSE in Spain," IZA Journal of Labor Policy, Springer, vol. 3(1), pages 1-24, December.
  2. José Manuel Cordero Ferrera & César Manchón López & Mª Ángeles García Valiñas, 2011. "Los resultados educativos españoles en PISA 2009 y sus condicionantes," Investigaciones de Economía de la Educación volume 6, in: Antonio Caparrós Ruiz (ed.), Investigaciones de Economía de la Educación 6, edition 1, volume 6, chapter 4, pages 70-87 Asociación de Economía de la Educación.
  3. Cristina Lopez-Mayan, 2013. "Performance in Post-compulsory Education: Evidence from Vocational and Academic Tracks," Working Papers wpdea1302, Department of Applied Economics at Universitat Autonoma of Barcelona.

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