Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in the Programme for International Student Assessment
Student performance of natives and immigrants differed greatly in the Programme for International Student Assessment 2000 in Germany. This paper analyses the gap in test scores by estimating educational production functions, using an extension study with imputed data. The difference in test scores is assigned to various effects, using a Juhn-Murphy-Pierce decomposition. The analysis reveals that German students have a more favourable family background, particularly in the lower part of the test score distribution. The later enrolment of immigrant students and preferences of parents are more important than parents' education or the family setting for explaining the score gap. Differences in returns have no significant effect.
Volume (Year): 15 (2007)
Issue (Month): 2 ()
|Contact details of provider:|| Web page: http://www.tandfonline.com/CEDE20|
|Order Information:||Web: http://www.tandfonline.com/pricing/journal/CEDE20|
When requesting a correction, please mention this item's handle: RePEc:taf:edecon:v:15:y:2007:i:2:p:215-230. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty)
If references are entirely missing, you can add them using this form.