How should we organize schooling to further children with migration background?
Educational integration of children with migration background is an important issue in the social sciences. Few studies exist that quantify the disadvantage of immigrant children in education and there has not been any attempt to identify institutional conditions of the education system that contribute to educational integration. Using data from five international student assessments, this study tries to fill that gap. First, Blinder-Oaxaca decompositions are used to allow for a comparison of (dis)integration of students with migration background across countries and time. In a second step, (dis)integration is related to institutional characteristics of the schooling system. The study shows that early education, time in school and central exams furthers integration, while social segregation of students among schools is detrimental to educational integration.
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- Barry R. Chiswick & Noyna DebBurman, 2004. "Pre-School Enrollment: An Analysis by Immigrant Generation," CReAM Discussion Paper Series 0404, Centre for Research and Analysis of Migration (CReAM), Department of Economics, University College London.
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- Ammermüller, Andreas, 2005. "Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in PISA," ZEW Discussion Papers 05-18, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
- Barry Chiswick, 1999. "Are Immigrants Favorably Self-Selected?," American Economic Review, American Economic Association, vol. 89(2), pages 181-185, May. Full references (including those not matched with items on IDEAS)
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