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Peers, neighborhoods and immigrant student achievement - evidence from a placement policy

We examine to what extent immigrant school performance is affected by the characteristics of the neighborhoods that they grow up in. We address this issue using a refugee placement policy which provides exogenous variation in the initial place of residence in Sweden. The main result is that school performance is increasing in the number of highly educated adults sharing the subject’s ethnicity. A standard deviation increase in the fraction of high-educated in the assigned neighborhood raises compulsory school GPA by 0.9 percentile ranks. Particularly for disadvantaged groups, there are also long-run effects on educational attainment.

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File URL: http://webb.polopoly.it.su.se/content/1/c6/01/18/63/SULCISWP2011_2.pdf
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Paper provided by Stockholm University Linnaeus Center for Integration Studies - SULCIS in its series SULCIS Working Papers with number 2011:2.

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Length: 46 pages
Date of creation: 04 Apr 2011
Date of revision:
Handle: RePEc:hhs:sulcis:2011_002
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Stockholm University Linnaeus Center for Integration Studies - SULCIS, Stockholm University, S-10691 Stockholm, Sweden

Web page: http://www.su.se/sulcis

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  1. Flavio Cunha & James J. Heckman & Susanne M. Schennach, 2010. "Estimating the Technology of Cognitive and Noncognitive Skill Formation," Econometrica, Econometric Society, vol. 78(3), pages 883-931, 05.
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  16. Edin, Per-Anders & Fredriksson, Peter & Åslund, Olof, 2000. "Ethnic Enclaves and the Economic Success of Immigrants - Evidence from a Natural Experiment," Working Paper Series 2000:21, Uppsala University, Department of Economics.
  17. Steven G. Rivkin, 2000. "School Desegregation, Academic Attainment, and Earnings," Journal of Human Resources, University of Wisconsin Press, vol. 35(2), pages 333-346.
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