Does Immigration Affect the Long-Term Educational Outcomes of Natives? Quasi-Experimental Evidence / Eric D. Gould, Victor Lavy, M. Daniele Paserman.

By:

Gould, Eric D

Contributor(s):

Material type: Text

TextSeries: Working Paper Series (National Bureau of Economic Research) ; no. w10844.Publication details: Cambridge, Mass. National Bureau of Economic Research 2004.Description: 1 online resource: illustrations (black and white)Subject(s):

Online resources:

Available additional physical forms:

Hardcopy version available to institutional subscribers

Abstract: This paper uses the mass migration wave to Israel in the 1990s to examine the impact of immigrant concentration in elementary school on the long-term academic outcomes of native students in high school. To identify the causal effect of immigrant children on their peers, we exploit random variation in the number of immigrants across grades within the same school. The results suggest that the overall presence of immigrants had essentially no effect on the quality of the high school attended by native Israelis and on dropout rates, and at most a mild negative effect on high school matriculation rates. However, when we break up the sample by parents' education and by ethnic origin, we find that disadvantaged children were more likely to have been adversely affected by a higher immigrant concentration in elementary school. Focusing on the impact of Ethiopian immigrants who are from a much lower socio-economic background, we find stronger evidence of adverse effects, especially for disadvantaged students and in classes where immigrant concentration was particularly high.

Tags from this library: No tags from this library for this title. Log in to add tags.

Average rating: 0.0 (0 votes)

Holdings
Item type	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Working Paper	Biblioteca Digital	Colección NBER	nber w10844 (Browse shelf(Opens below))	Not For Loan

Total holds: 0

October 2004.

This paper uses the mass migration wave to Israel in the 1990s to examine the impact of immigrant concentration in elementary school on the long-term academic outcomes of native students in high school. To identify the causal effect of immigrant children on their peers, we exploit random variation in the number of immigrants across grades within the same school. The results suggest that the overall presence of immigrants had essentially no effect on the quality of the high school attended by native Israelis and on dropout rates, and at most a mild negative effect on high school matriculation rates. However, when we break up the sample by parents' education and by ethnic origin, we find that disadvantaged children were more likely to have been adversely affected by a higher immigrant concentration in elementary school. Focusing on the impact of Ethiopian immigrants who are from a much lower socio-economic background, we find stronger evidence of adverse effects, especially for disadvantaged students and in classes where immigrant concentration was particularly high.