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Family Separation and Reunification as a Factor in the Educational Success of Immigrant Children

We find that family separation during migration has a negative impact on the educational success of immigrant children in U.S. schools. Children separated from parents during migration are more likely to be behind others their age in school, are more likely to repeat a grade, and are more likely to drop out of high school. The negative impact of separation during migration on educational success is largest for Latin American immigrants, for children separated from their mothers (as opposed to fathers), for those whose parents have lived in the United States illegally, and for those who were separated from their parents at older ages and reunited with parents as teenagers.

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File URL: http://www.umbc.edu/economics/wpapers/wp_09_104_FinalReport-FamilySeparationandReunification.pdf
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Paper provided by UMBC Department of Economics in its series UMBC Economics Department Working Papers with number 09-104.

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Length: 57 pages
Date of creation: Dec 2008
Date of revision:
Handle: RePEc:umb:econwp:09104
Contact details of provider: Postal: UMBC Department of Economics 1000 Hilltop Circle Baltimore MD 21250, USA
Phone: 410-455-2160
Fax: 410-455-1054
Web page: http://www.umbc.edu/economics
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  1. Stephen V. Cameron & James J. Heckman, 2001. "The Dynamics of Educational Attainment for Black, Hispanic, and White Males," Journal of Political Economy, University of Chicago Press, vol. 109(3), pages 455-499, June.
  2. McKenzie, David & Rapoport, Hillel, 2006. "Can migration reduce educational attainment ? Evidence from Mexico," Policy Research Working Paper Series 3952, The World Bank.
  3. Elizabeth Cascio, 2005. "School Progression and the Grade Distribution of Students: Evidence from the Current Population Survey," Working Papers 56, University of California, Davis, Department of Economics.
  4. Lofstrom, Magnus, 2007. "Why Are Hispanic and African-American Dropout Rates So High?," IZA Discussion Papers 3265, Institute for the Study of Labor (IZA).
  5. David Deming & Susan Dynarski, 2008. "The Lengthening of Childhood," Journal of Economic Perspectives, American Economic Association, vol. 22(3), pages 71-92, Summer.
  6. Fitzpatrick Maria D, 2008. "Starting School at Four: The Effect of Universal Pre-Kindergarten on Children's Academic Achievement," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 8(1), pages 1-40, November.
  7. Krista Perreira & Kathleen Harris & Dohoon Lee, 2006. "Making it in America: High school completion by immigrant and native youth," Demography, Springer, vol. 43(3), pages 511-536, August.
  8. Akresh, Richard & Redstone Akresh, Ilana, 2008. "Using Achievement Tests to Measure Language Assimilation and Language Bias among Immigrant Children," IZA Discussion Papers 3532, Institute for the Study of Labor (IZA).
  9. Jasso, Guillermina & Massey, Douglas S. & Rosenzweig, Mark R. & Smith, James P., 2008. "From Illegal to Legal: Estimating Previous Illegal Experience among New Legal Immigrants to the United States," IZA Discussion Papers 3441, Institute for the Study of Labor (IZA).
  10. Anne Case & I-Fen Lin & Sara McLanahan, 2000. "Educational Attainment in Blended Families," NBER Working Papers 7874, National Bureau of Economic Research, Inc.
  11. Amuedo-Dorantes, Catalina & Georges, Annie & Pozo, Susan, 2008. "Migration, Remittances and Children’s Schooling in Haiti," IZA Discussion Papers 3657, Institute for the Study of Labor (IZA).
  12. Miranda, Alfonso, 2007. "Migrant Networks, Migrant Selection, and High School Graduation in Mexico," IZA Discussion Papers 3204, Institute for the Study of Labor (IZA).
  13. Robert Haveman & Barbara Wolfe, 1995. "The Determinants of Children's Attainments: A Review of Methods and Findings," Journal of Economic Literature, American Economic Association, vol. 33(4), pages 1829-1878, December.
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