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Migrant Youths‘ Educational Achievement: The Role of Institutions

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  • Deborah A. Cobb-Clark
  • Mathias Sinning
  • Steven Stillman

    ()

Abstract

We use 2009 Programme of International Student Assessment (PISA) data to link institutional arrangements in OECD countries to the disparity in reading, math, and science test scores for migrant and native-born students. We find that achievement gaps are larger for those migrant youths who arrive later and for those who do not speak the test language at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases, but by no means in all. Limited tracking on ability appears beneficial for migrants‘ relative achievement, while complete tracking and a large private school sector appear detrimental. Migrant students‘ achievement relative to their native-born peers suffers as educational spending and teachers‘ salaries increase, but is improved when examination is a component of the process for evaluating teachers.

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Bibliographic Info

Paper provided by Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen in its series Ruhr Economic Papers with number 0292.

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Length: 42 pages
Date of creation: Nov 2011
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Handle: RePEc:rwi:repape:0292

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Keywords: Migrant youths; PISA test scores; schools; institutions; academic achievement;

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Cited by:
  1. Cattaneo, Maria Alejandra & Wolter, Stefan C., 2012. "Migration Policy Can Boost PISA Results: Findings from a Natural Experiment," IZA Discussion Papers 6300, Institute for the Study of Labor (IZA).
  2. Sara de la Rica & Albretch Glitz & Francesc Ortega, 2013. "Immigration in Europe: Trends, Policies and Empirical Evidence," Working Papers 2013-16, FEDEA.

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