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Immigrant students and educational systems. Cross-country evidence from PISA 2006

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  • Marina Murat

    ()

  • Davide Ferrari

    ()

  • Patrizio Frederic

    ()

Abstract

Using data from PISA 2006 on 29 countries, this paper analyses immigrant school gaps (difference in scores between immigrants and natives) and focuses on tracking and comprehensive educational systems. Results show that the wider negative gaps are present where tracking is sharp and less frequently in countries with comprehensive schooling. In both cases, negative gaps are concentrated in continental Western Europe, where they are also often related to immigrants and natives attending different schools, or are significant within schools.

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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 0683.

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Length: pages 37
Date of creation: May 2012
Date of revision:
Handle: RePEc:mod:depeco:0683

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Web page: http://www.dep.unimore.it/
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Keywords: Immigrant students; educational systems; PISA;

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  1. 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.
  2. Hanushek, Eric A. & Wößmann, Ludger, 2006. "Does educational tracking affect performance and inequality? differences-in-differences evidence across countries," Munich Reprints in Economics 20457, University of Munich, Department of Economics.
  3. 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.
  4. Roland G. Fryer, Jr & Steven D. Levitt, 2009. "An Empirical Analysis of the Gender Gap in Mathematics," NBER Working Papers 15430, National Bureau of Economic Research, Inc.
  5. Entorf, Horst & Lauk, Martina, 2007. "Peer effects, social multipliers and migrants at school: An international comparison," Center for European, Governance and Economic Development Research Discussion Papers 57, University of Goettingen, Department of Economics.
  6. 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.
  7. 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.
  8. 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).
  9. 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.
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