Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students /
Figlio, David N.
Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students / David N. Figlio, Paola Giuliano, Riccardo Marchingiglio, Umut Özek, Paola Sapienza. - Cambridge, Mass. National Bureau of Economic Research 2021. - 1 online resource: illustrations (black and white); - NBER working paper series no. w28596 . - Working Paper Series (National Bureau of Economic Research) no. w28596. .
March 2021.
We study the effect of exposure to immigrants on the educational outcomes of US-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by substantial school selection of US-born students, especially among White and comparatively affluent students, in response to the presence of immigrant students in the school. We propose a new identification strategy to partial out the unobserved non-random selection into schools, and find that the presence of immigrant students has a positive effect on the academic achievement of US-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not affect negatively the performance of affluent US-born students, who typically show a higher academic achievement compared to immigrant students. We provide suggestive evidence on potential channels.
System requirements: Adobe [Acrobat] Reader required for PDF files.
Mode of access: World Wide Web.
Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students / David N. Figlio, Paola Giuliano, Riccardo Marchingiglio, Umut Özek, Paola Sapienza. - Cambridge, Mass. National Bureau of Economic Research 2021. - 1 online resource: illustrations (black and white); - NBER working paper series no. w28596 . - Working Paper Series (National Bureau of Economic Research) no. w28596. .
March 2021.
We study the effect of exposure to immigrants on the educational outcomes of US-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by substantial school selection of US-born students, especially among White and comparatively affluent students, in response to the presence of immigrant students in the school. We propose a new identification strategy to partial out the unobserved non-random selection into schools, and find that the presence of immigrant students has a positive effect on the academic achievement of US-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not affect negatively the performance of affluent US-born students, who typically show a higher academic achievement compared to immigrant students. We provide suggestive evidence on potential channels.
System requirements: Adobe [Acrobat] Reader required for PDF files.
Mode of access: World Wide Web.