Tre forskningsrapporter om skolresultat för elever med utländsk bakgrund

IZA fortsätter att ge ut en mängd rapporter om integration, bland annat dessa tre om skolresultat.

Educating Children of Immigrants: Closing the Gap in Norwegian Schools (Bernt Bratsberg, Oddbjørn Raaum, Knut Røed, november 2011)

This paper examines educational outcomes of first and second generation non-OECD immigrants in Norway. We show that children of immigrants, and particularly those born outside Norway, are much more likely to leave school early than native children. Importantly, this gap shrunk sharply over the past two decades and second generation immigrants are now rapidly catching up with the educational performance of natives. For childhood immigrants, upper secondary completion rates decline with age at arrival, with a particularly steep gradient after age seven. Finally, we find that immigrant-native attainment gaps disappear when we condition on grade points from compulsory school.

Migrant Youths' Educational Achievement: The Role of Institutions (Deborah A. Cobb-Clark, Mathias Sinning, Steven Stillman, november 2011)

We use 2009 Programme of International Student Assessment (PISA) data to link institutional arrangements in OECD countries to the disparity in reading, math, and science test scores for migrant and native-born students. We find that achievement gaps are larger for those migrant youths who arrive later and for those who do not speak the test language at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases, but by no means in all. Limited tracking on ability appears beneficial for migrants' relative achievement, while complete tracking and a large private school sector appear detrimental. Migrant students' achievement relative to their native-born peers suffers as educational spending and teachers' salaries increase, but is improved when examination is a component of the process for evaluating teachers.

Parental Ethnic Identity and Educational Attainment of Second-Generation Immigrants (Simone Schüller, november 2011)

A lack of cultural integration is often blamed for hindering immigrant families' economic progression. This paper is a first attempt to explore whether immigrant parents' ethnic identity affects the next generation's human capital accumulation in the host country. Empirical results based on data from the German Socio-Economic Panel (GSOEP) indicate that maternal majority as well as paternal minority identity are positively related to the educational attainment of second-generation youth – even controlling for differences in ethnicity, family background and years-since-migration. Additional tests show that the effect of maternal majority identity can be explained by mothers' German language proficiency, while the beneficial effect of fathers' minority identity is not related to language skills and thus likely to stem from paternal minority identity per se.