The Educational Performance of Children of Immigrants in Sixteen OECD Countries
Using Program for International Student Assessment [PISA] 2006 data, we examine the science performance of 9.279 15-year-old children of immigrants, originating from 35 different countries, living in 16 Western countries of destination. Whereas former research has mainly paid attention to the influence of individual-level characteristics on the educational performance of immigrants, this studyâ€™s focus is on macro-level characteristics. Using a cross-classified multilevel approach, we examine the impact of educational systems and political, economic, and religious features of both countries of origin and destination. The results show that at the destination level the degree of teacher shortage has a negative, and a longer history of migration has a positive, effect on science performance. Moreover, comprehensive educational systems have a positive influence on immigrant childrenâ€™s performance, but this is only the case for higher class children. At the origin level, the compulsory period of education has a positive effect on immigrantsâ€™ science performance. Moreover, whereas immigrants from countries with an Eastern religious affiliation perform better than immigrants from Christian countries, immigrants from Islamic countries perform worse.
|Date of creation:||Apr 2012|
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- Levels, Mark & Dronkers, Jaap Dronkers & Kraaykamp, Gerbert, 2006. "Educational Achievement of Immigrant Children in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance," MPRA Paper 21653, University Library of Munich, Germany.
- 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.
- Eric A. Hanushek & Ludger Wössmann, 2006. "Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries," Economic Journal, Royal Economic Society, vol. 116(510), pages C63-C76, 03.
- 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.
- Eric A. Hanushek & Ludger Wößmann, 2005. "Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries," Discussion Papers 04-026, Stanford Institute for Economic Policy Research.
- Eric A. Hanushek & Ludger Wößmann, 2005. "Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries," Ifo Working Paper Series Ifo Working Paper No. 1, Ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
- Eric A. Hanushek & Ludger Wößmann, 2005. "Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries," Discussion Papers 04-027, Stanford Institute for Economic Policy Research.
- Hanushek, Eric A. & Woessmann, Ludger, 2005. "Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries," IZA Discussion Papers 1901, Institute for the Study of Labor (IZA).
- Eric A. Hanushek & Ludger Woessmann, 2005. "Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries," CESifo Working Paper Series 1415, CESifo Group Munich.
- Bauer, Thomas K. & Lofstrom, Magnus & Zimmermann, Klaus F., 2000. "Immigration Policy, Assimilation of Immigrants and Natives' Sentiments towards Immigrants: Evidence from 12 OECD-Countries," IZA Discussion Papers 187, Institute for the Study of Labor (IZA).
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