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Source country differences in test score gaps: evidence from Denmark

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  • Beatrice Schindler Rangvid

Abstract

We combine data from three studies for Denmark in the PISA 2000 framework to investigate differences in the native-immigrant test score gap by country of origin. In addition to the controls available from PISA data sources, we use student-level data on home background and individual migration histories linked from administrative registers. We find that second-generation students from Lebanon and Pakistan increase their reading scores substantially compared with the first generation, while there is no improvement for students from Turkey, the single largest immigrant group. Native-immigrant gaps in mathematics are generally smaller than in reading skills, suggesting that part of the native-immigrant gap is due to lower language proficiency of immigrant students.

Suggested Citation

  • Beatrice Schindler Rangvid, 2010. "Source country differences in test score gaps: evidence from Denmark," Education Economics, Taylor & Francis Journals, vol. 18(3), pages 269-295.
  • Handle: RePEc:taf:edecon:v:18:y:2010:i:3:p:269-295 DOI: 10.1080/09645290903094117
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    References listed on IDEAS

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    Cited by:

    1. Ryan, Chris, 2013. "What is behind the decline in student achievement in Australia?," Economics of Education Review, Elsevier, vol. 37(C), pages 226-239.
    2. Maria Cattaneo & Stefan Wolter, 2015. "Better migrants, better PISA results: Findings from a natural experiment," IZA Journal of Migration, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 4(1), pages 1-19, December.
    3. Giannelli, Gianna Claudia & Rapallini, Chiara, 2016. "Immigrant student performance in Math: Does it matter where you come from?," Economics of Education Review, Elsevier, pages 291-304.
    4. Jensen, Peter & Rasmussen, Astrid Würtz, 2011. "The effect of immigrant concentration in schools on native and immigrant children's reading and math skills," Economics of Education Review, Elsevier, vol. 30(6), pages 1503-1515.

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