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How Immigrant Children Affect the Academic Achievement of Native Dutch Children

  • Ohinata, Asako

    ()

    (University of Leicester)

  • van Ours, Jan C.

    ()

    (Tilburg University)

In this paper, we analyze how the share of immigrant children in the classroom affects the educational attainment of native Dutch children. Our analysis uses data from various sources, which allow us to characterize educational attainment in terms of reading literacy, mathematical skills and science skills. We do not find strong evidence of negative spill-over effects from immigrant children to native Dutch children. Immigrant children themselves experience negative language spill-over effects from a high share of immigrant children in the classroom but no spill-over effects on maths and science skills.

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File URL: http://ftp.iza.org/dp6212.pdf
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Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 6212.

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Length: 35 pages
Date of creation: Dec 2011
Date of revision:
Publication status: published in: Economic Journal, 2013, 123 (570), F308-F331
Handle: RePEc:iza:izadps:dp6212
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References listed on IDEAS
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  1. Andreas Ammermueller & Jörn-Steffen Pischke, 2009. "Peer Effects in European Primary Schools: Evidence from the Progress in International Reading Literacy Study," Journal of Labor Economics, University of Chicago Press, vol. 27(3), pages 315-348, 07.
  2. Gould, Eric D & Lavy, Victor & Paserman, M. Daniele, 2005. "Does Immigration Affect the Long-Term Educational Outcomes of Natives? Quasi-Experimental Evidence," CEPR Discussion Papers 5439, C.E.P.R. Discussion Papers.
  3. Jensen, Peter & Rasmussen, Astrid Würtz, 2011. "The effect of immigrant concentration in schools on native and immigrant children's reading and math skills," Economics of Education Review, Elsevier, vol. 30(6), pages 1503-1515.
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