Working Paper: CEPR ID: DP9736
Authors: Asako Ohinata; Jan C. van Ours
Abstract: We analyze how the share of immigrant children in the classroom affects the educational attainment of native Dutch children in terms of their language and math performance at the end of primary school. Our paper studies the spill-over effects at different parts of the test score distribution of native Dutch students using a quantile regression approach. We find no evidence of negative spillover effects of the classroom presence of immigrant children at the median of the test score distribution. In addition, there is no indication that these spill-over effects are present at other parts of the distribution.
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 |
|---|---|
| share of immigrant students (K37) | non-random allocation of resources (D61) |
| non-random allocation of resources (D61) | biased estimates of spillover effects (C21) |
| presence of immigrant students (F22) | educational attainment of native Dutch children (I21) |
| presence of immigrant students (F22) | language and math performance of native Dutch students (I21) |
| presence of immigrant students (F22) | benefits for lower-performing native students (I24) |