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Peer Effects, Social Multipliers and Migrants at School: An International Comparison

  • Entorf, Horst
  • Lauk, Martina

This article analyses the school performance of migrants dependent on peer groups in different international schooling environments. Using data from the international OECD PISA test, we consider social interaction within and between groups of natives and migrants. Results based on social multipliers (Glaeser et al. 2000, 2003) suggest that both native-tonative and migrant-to-migrant peer effects are higher in ability-differencing school systems than in comprehensive schools. Thus, non-comprehensive school systems seem to magnify the already existing educational inequality between students with a low parental socioeconomic migration background and children from more privileged families. Students with a migration background and a disadvantageous parental status would benefit from higher diversity within schools.

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Paper provided by Darmstadt Technical University, Department of Business Administration, Economics and Law, Institute of Economics (VWL) in its series Darmstadt Discussion Papers in Economics with number 36777.

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Date of creation: Mar 2006
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Publication status: Published in Darmstadt Discussion Papers in Economics . 164 (2006-03)
Handle: RePEc:dar:ddpeco:36777
Note: for complete metadata visit http://tubiblio.ulb.tu-darmstadt.de/36777/
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  39. Caroline Hoxby, 2000. "Peer Effects in the Classroom: Learning from Gender and Race Variation," NBER Working Papers 7867, National Bureau of Economic Research, Inc.
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