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Educational Spillovers of Refugee Integration: Evidence from Language Support and Ability Sorting in Switzerland

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  • Siwar Khelifa
  • Bruno Lanz
  • Marco Pecoraro

Abstract

We exploit the 1990-2000 inflow of Yugoslav refugees to Geneva to examine two understudied yet policy-relevant integration mechanisms for refugee pupils: language support classes, provided prior to integration into regular classes, and sorting based on academic ability within regular classes. We find that a higher share of refugees in language support classes is associated with a lower probability of grade repetition for lower-achieving immigrant pupils of the same grade and school, but a higher probability for native pupils. Additionally, we find that grouping refugees with incumbents of similar academic ability improves the educational performance of higher-achieving incumbents and lower-achieving immigrants, while negatively affecting lower-achieving natives. Our findings offer novel insights into the trade-offs of refugee integration policies, emphasizing the need to balance support for refugee pupils with minimizing potential adverse effects on incumbent pupils.

Suggested Citation

  • Siwar Khelifa & Bruno Lanz & Marco Pecoraro, 2025. "Educational Spillovers of Refugee Integration: Evidence from Language Support and Ability Sorting in Switzerland," IRENE Working Papers 25-05, IRENE Institute of Economic Research.
  • Handle: RePEc:irn:wpaper:25-05
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    References listed on IDEAS

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    More about this item

    Keywords

    Education; Refugees; Incumbent pupils; Peer effects;
    All these keywords.

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • F22 - International Economics - - International Factor Movements and International Business - - - International Migration
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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