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Immigrant background peer effects in Italian schools

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Abstract

This article provides an empirical assessment of the effect of immigrant concentration on student learning in Italian primary and lower secondary schools, using the data of a standardized learning assessment administered in 2010 to the entire student population of selected grades at the national level. Identification is accomplished by exploiting the within-school random variability observed in the share of immigrant students across classes. I estimate peer effects allowing for heterogeneous effects between native and immigrant background children, and among natives, between children of different socio-economic status. The main finding is that the proportion of immigrant students has a weak effect on child learning outcomes, and that this effect is somewhat larger for children from disadvantaged backgrounds (immigrants and low socio-economic status).

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  • Contini Dalit, 2011. "Immigrant background peer effects in Italian schools," Department of Economics and Statistics Cognetti de Martiis. Working Papers 201114, University of Turin.
    • Handle: RePEc:uto:dipeco:201114
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    3. Lugo, Maria Ana, 2011. "Heterogenous peer effects, segregation and academic attainment," Policy Research Working Paper Series 5718, The World Bank.
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    7. Caroline Hoxby, 2000. "Peer Effects in the Classroom: Learning from Gender and Race Variation," NBER Working Papers 7867, National Bureau of Economic Research, Inc.
    8. Victor Lavy & Analia Schlosser, 2011. "Mechanisms and Impacts of Gender Peer Effects at School," American Economic Journal: Applied Economics, American Economic Association, vol. 3(2), pages 1-33, April.
    9. Beatrice Rangvid, 2007. "School composition effects in Denmark: quantile regression evidence from PISA 2000," Empirical Economics, Springer, vol. 33(2), pages 359-388, September.
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