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PISA Results: What a Difference Immigration Law Makes

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Author Info

  • Entorf, Horst

    ()
    (Goethe University Frankfurt)

  • Minoiu, Nicoleta

    ()
    (Darmstadt University of Technology)

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 is more likely in Scandinavian countries and in Canada. Moreover, for all countries our estimations imply 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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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 1021.

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Length: 26 pages
Date of creation: Feb 2004
Date of revision:
Publication status: published in: German Economic Review, 2005, 6(3), 355-376
Handle: RePEc:iza:izadps:dp1021

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Related research

Keywords: PISA tests; socioeconomic status; migration; language skills; social mobility;

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References

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  1. Ira N. Gang & Klaus F. Zimmermann, 1999. "Is Child Like Parent? Educational Attainment and Ethnic Origin," Departmental Working Papers, Rutgers University, Department of Economics 199614, Rutgers University, Department of Economics.
  2. Michael Belgrave & Alison J. Blaiklock & Eileen Davenport & Ian B. Hassall & Cynthia A. Kiro & Will Low, 2002. "When the Invisible Hand Rocks the Cradle: New Zealand children in a time of change," Innocenti Working Papers inwopa02/20, UNICEF Innocenti Research Centre.
  3. Edward L. Glaeser & Bruce I. Sacerdote & Jose A. Scheinkman, 2003. "The Social Multiplier," Journal of the European Economic Association, MIT Press, MIT Press, vol. 1(2-3), pages 345-353, 04/05.
  4. Frick, Joachim R. & Wagner, Gert G., 2001. "Economic and Social Perspectives of Immigrant Children in Germany," IZA Discussion Papers 301, Institute for the Study of Labor (IZA).
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Cited by:
  1. Marchionni, Mariana & Pinto, Florencia & Vazquez, Emmanuel, 2013. "Determinantes de la desigualdad en el desempeño educativo en la Argentina
    [Determinants of the inequality in PISA test scores in Argentina]
    ," MPRA Paper 56421, University Library of Munich, Germany.
  2. Marchionni, Mariana & Vazquez, Emmanuel & Pinto, Florencia, 2012. "Desigualdad educativa en la Argentina. Análisis en base a los datos PISA 2009
    [Education Inequality in Argentina. An analysis based on PISA 2009 data]
    ," MPRA Paper 56420, University Library of Munich, Germany.
  3. Arbeitsstelle Interkulturelle Konflikte und Gesellschaftliche Integration (AKI), Berlin (Ed.), 2005. "The effectiveness of bilingual school programs for immigrant children," Discussion Papers, Programme on Intercultural Conflicts and Societal Integration (AKI) SP IV 2005-601, Social Science Research Center Berlin (WZB).

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