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Do immigrant students succeed? Evidence from Italy and France based on PISA 2006

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  • Marina Murat

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Abstract

This paper uses data from PISA 2006 on science, mathematics and reading to analyse immigrant school gaps – negative difference between immigrants’ and natives’ scores - and the structural features of educational systems in two adjacent countries, Italy and France, with similar migration inflows and with similar schooling institutions, based on tracking. Our results show that tracking and school specific programs matter; in both countries, the school system upholds a separation between students with different backgrounds and ethnicities. Residential segregation or discrimination seem also to be at work, especially in France. Given the existing school model, a teaching support in mathematics and science in France and in reading in Italy would help immigrant students to converge to natives’ standards

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Bibliographic Info

Paper provided by University of Modena and Reggio E., Faculty of Economics "Marco Biagi" in its series Department of Economics with number 0670.

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Length: pages 28
Date of creation: Nov 2011
Date of revision:
Handle: RePEc:mod:depeco:0670

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Keywords: International migration; educational systems; PISA;

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  1. Eric A. Hanushek & Ludger Woessmann, 2005. "Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries," NBER Working Papers 11124, National Bureau of Economic Research, Inc.
  2. Nicole Schneeweis, 2011. "Educational institutions and the integration of migrants," Journal of Population Economics, Springer, vol. 24(4), pages 1281-1308, October.
  3. Ludger Woessmann, 2009. "International Evidence on School Tracking: A Review," CESifo DICE Report, Ifo Institute for Economic Research at the University of Munich, vol. 7(1), pages 26-34, 04.
  4. Entorf, Horst & Tatsi, Eirini, 2009. "Migrants at School: Educational Inequality and Social Interaction in the UK and Germany," IZA Discussion Papers 4175, Institute for the Study of Labor (IZA).
  5. Bauer, Philipp & Riphahn, Regina T., 2006. "Timing of school tracking as a determinant of intergenerational transmission of education," Economics Letters, Elsevier, vol. 91(1), pages 90-97, April.
  6. Michele Raitano & Francesco Vona, 2011. "Peer Heterogeneity, School Tracking and Students’ Performances: Evidence from PISA 2006," Working Papers 143, University of Rome La Sapienza, Department of Public Economics.
  7. Luca Flabbi & Daniele Checchi, 2007. "Intergenerational Mobility and Schooling Decisions in Germany and Italy: the Impact of Secondary School Tracks," Working Papers gueconwpa~07-07-08, Georgetown University, Department of Economics.
  8. Entorf, Horst & Lauk, Martina, 2006. "Peer Effects, Social Multipliers and Migrants at School: An International Comparison," IZA Discussion Papers 2182, Institute for the Study of Labor (IZA).
  9. Andreas Ammermüller, 2004. "PISA : what makes the difference?," Working Papers of the Research Group Heterogenous Labor 04-07, Research Group Heterogeneous Labor, University of Konstanz/ZEW Mannheim.
  10. Marina Murat & Davide Ferrari & Patrizio Frederic & Giulia Pirani, 2010. "Immigrants, schooling and background. Cross-country evidence from PISA 2006," Center for Economic Research (RECent) 054, University of Modena and Reggio E., Dept. of Economics.
  11. Bertocchi, Graziella & Spagat, Michael, 2004. "The evolution of modern educational systems: Technical vs. general education, distributional conflict, and growth," Journal of Development Economics, Elsevier, vol. 73(2), pages 559-582, April.
  12. Roland G. Fryer & Steven D. Levitt, 2010. "An Empirical Analysis of the Gender Gap in Mathematics," American Economic Journal: Applied Economics, American Economic Association, vol. 2(2), pages 210-40, April.
  13. Andreas Ammermueller, 2007. "Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in the Programme for International Student Assessment," Education Economics, Taylor & Francis Journals, vol. 15(2), pages 215-230.
  14. Todd E. Elder & John H. Goddeeris & Steven J. Haider, 2009. "Unexplained Gaps and Oaxaca-Blinder Decompositions," CEPR Discussion Papers 600, Centre for Economic Policy Research, Research School of Economics, Australian National University.
  15. Christian Dustmann, 2004. "Parental background, secondary school track choice, and wages," Oxford Economic Papers, Oxford University Press, vol. 56(2), pages 209-230, April.
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