Working Paper: CEPR ID: DP8718
Authors: Asako Ohinata; Jan C. van Ours
Abstract: In this paper, we analyze how the share of immigrant children in the classroom affects the educational attainment of native Dutch children. Our analysis uses data from various sources, which allow us to characterize educational attainment in terms of reading literacy, mathematical skills and science skills. We do not find strong evidence of negative spill-over effects from immigrant children to native Dutch children. Immigrant children themselves experience negative language spill-over effects from a high share of immigrant children in the classroom but no spill-over effects on maths and science skills.
Keywords: Educational attainment; Immigrant children; Peer effects
JEL Codes: I21; J15
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Proportion of immigrant students in a class (K37) | Reading scores of native students (I21) |
| Presence of immigrant children in the classroom (J82) | Educational attainment of native Dutch children (I21) |
| High share of immigrant peers (J15) | Language spillover effects on immigrant children (J69) |