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Are Immigrants Graded Worse in Primary and Secondary Education? – Evidence for German Schools

  • David Kiss

    ()

Using PIRLS 2001 and PISA 2003 data for Germany, this paper examines whether immigrants attending primary and secondary school are graded worse in math than comparable natives. Controlling for differences in math skills, class fixed effects regressions and results of a matching approach suggest that immigrants have grade disadvantages in primary education. In Germany, track choice after primary education is mainly determined by the average of grades obtained in math and German. Hence, grade disadvantages could lead to lower level track choice. Immigrants who attend the most common secondary school tracks are not graded differently from natives.

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File URL: http://repec.rwi-essen.de/files/REP_10_223.pdf
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Paper provided by Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen in its series Ruhr Economic Papers with number 0223.

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Length: 29 pages
Date of creation: Nov 2010
Date of revision:
Handle: RePEc:rwi:repape:0223
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  1. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement," The Quarterly Journal of Economics, Oxford University Press, vol. 114(2), pages 533-575.
  2. Alan S. Blinder, 1973. "Wage Discrimination: Reduced Form and Structural Estimates," Journal of Human Resources, University of Wisconsin Press, vol. 8(4), pages 436-455.
  3. Himmler, Oliver & Schwager, Robert, 2007. "Double Standards in Educational Standards: Are Disadvantaged Students Being Graded More Leniently?," ZEW Discussion Papers 07-016, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  4. Sylke Schnepf, 2007. "Immigrants’ educational disadvantage: an examination across ten countries and three surveys," Journal of Population Economics, Springer;European Society for Population Economics, vol. 20(3), pages 527-545, July.
  5. Barsky R. & Bound J. & Charles K.K. & Lupton J.P., 2002. "Accounting for the Black-White Wealth Gap: A Nonparametric Approach," Journal of the American Statistical Association, American Statistical Association, vol. 97, pages 663-673, September.
  6. Hugo Ñopo, 2008. "Matching as a Tool to Decompose Wage Gaps," The Review of Economics and Statistics, MIT Press, vol. 90(2), pages 290-299, May.
  7. Woessmann, Ludger & West, Martin R., 2002. "Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS," IZA Discussion Papers 485, Institute for the Study of Labor (IZA).
  8. Sprietsma, Maresa, 2009. "Discrimination in grading? Experimental evidence from primary school," ZEW Discussion Papers 09-074, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  9. Elke Lüdemann & Guido Schwerdt, 2010. "Migration Background and Educational Tracking: Is there a Double Disadvantage for Second-Generation Immigrants?," CESifo Working Paper Series 3256, CESifo Group Munich.
  10. Christian Dustmann, 2004. "Parental background, secondary school track choice, and wages," Oxford Economic Papers, Oxford University Press, vol. 56(2), pages 209-230, April.
  11. Sylke Schnepf, 2002. "A Sorting Hat that Fails? The transition from primary to secondary school in Germany," Papers inwopa02/22, Innocenti Working Papers.
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