How should we organize schooling to further children with migration background?
AbstractEducational integration of children with migration background is an important issue in the social sciences. Few studies exist that quantify the disadvantage of immigrant children in education and there has not been any attempt to identify institutional conditions of the education system that contribute to educational integration. Using data from five international student assessments, this study tries to fill that gap. First, Blinder-Oaxaca decompositions are used to allow for a comparison of (dis)integration of students with migration background across countries and time. In a second step, (dis)integration is related to institutional characteristics of the schooling system. The study shows that early education, time in school and central exams furthers integration, while social segregation of students among schools is detrimental to educational integration.
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Bibliographic InfoPaper provided by Department of Economics, Johannes Kepler University Linz, Austria in its series Economics working papers with number 2006-20.
Date of creation: Dec 2006
Date of revision:
Institution; Integration; Immigrant; Pisa; Timss; Education;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
This paper has been announced in the following NEP Reports:
- NEP-ALL-2007-01-02 (All new papers)
- NEP-EDU-2007-01-02 (Education)
- NEP-HRM-2007-01-02 (Human Capital & Human Resource Management)
- NEP-URE-2007-01-02 (Urban & Real Estate Economics)
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