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Immigration and Students' Achievement in Spain

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  • Natalia Zinovyeva
  • Florentino Felgueroso
  • Pablo Vazquez Vega

Abstract

In this paper we assess the differences between immigrant and native pupils' educational performance in Spain using data from the Programme for International Student Assessment (PISA). We find that immigrant pupils perform substantially worse than native pupils in all domains analyzed by PISA. Around half of this gap can be attributed to the differences in observable parental socio-economic characteristics. Between 4 and 20% of the gap can be explained by schools' fixed effects, which capture mainly the existence of differences in the average parental education of peers across schools. Immigrants tend to perform relatively worse in those areas where segregation is higher. Finally, we observe that immigrants' performance tends to improve the longer they stay in Spain.

Suggested Citation

  • Natalia Zinovyeva & Florentino Felgueroso & Pablo Vazquez Vega, 2008. "Immigration and Students' Achievement in Spain," Working Papers 2008-37, FEDEA.
    • Handle: RePEc:fda:fdaddt:2008-37
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    Cited by:

    1. José Manuel Cordero Ferrera & César Manchón López & Mª Ángeles García Valiñas, 2011. "Los resultados educativos españoles en PISA 2009 y sus condicionantes," Investigaciones de Economía de la Educación volume 6, in: Antonio Caparrós Ruiz (ed.), Investigaciones de Economía de la Educación 6, edition 1, volume 6, chapter 4, pages 70-87, Asociación de Economía de la Educación.
    2. Álvaro Choi & María Gil & Mauro Mediavilla & Javier Valbuena, 2018. "The Evolution of Educational Inequalities in Spain: Dynamic Evidence from Repeated Cross-Sections," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 138(3), pages 853-872, August.
    3. Eva Crespo-Cebada & Francisco Pedraja-Chaparro & Daniel Santín, 2014. "Does school ownership matter? An unbiased efficiency comparison for regions of Spain," Journal of Productivity Analysis, Springer, vol. 41(1), pages 153-172, February.
    4. Florentino Felgueroso & Maria Gutiérrez-Domènech & Sergi Jiménez-Martín, 2014. "Dropout trends and educational reforms: the role of the LOGSE in Spain," IZA Journal of Labor Policy, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 3(1), pages 1-24, December.
    5. Cristina Lopez-Mayan, 2013. "Performance in Post-compulsory Education: Evidence from Vocational and Academic Tracks," Working Papers wpdea1302, Department of Applied Economics at Universitat Autonoma of Barcelona.

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