IDEAS home Printed from https://ideas.repec.org/a/taf/edecon/v23y2015i5p612-630.html
   My bibliography  Save this article

Institutions, culture and background: the school performance of immigrant students

Author

Listed:
  • Marina Murat
  • Patrizio Frederic

Abstract

Programme for International Student Assessment data from 29 countries was used to measure immigrant school gaps (differences in scores between immigrants and natives) in relation to various potentially correlated factors. Results show that negative gaps are concentrated in the European Union; in the South, they are mainly correlated with school types - academic, intermediate or vocational - and country of origin; and in the North, they remain negative in all model specifications. This suggests a lack of assimilation, in some cases reinforced by educational institutions. Gaps are generally small in English-speaking countries; in the USA and GBR they are influenced by background.

Suggested Citation

  • Marina Murat & Patrizio Frederic, 2015. "Institutions, culture and background: the school performance of immigrant students," Education Economics, Taylor & Francis Journals, vol. 23(5), pages 612-630, October.
    • Handle: RePEc:taf:edecon:v:23:y:2015:i:5:p:612-630
    DOI: 10.1080/09645292.2014.894497
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1080/09645292.2014.894497
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/09645292.2014.894497?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Gabriela Schütz & Martin R. West & Ludger Wöbmann, 2007. "School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003," OECD Education Working Papers 14, OECD Publishing.
    2. Eric A. Hanushek & Ludger Wössmann, 2006. "Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries," Economic Journal, Royal Economic Society, vol. 116(510), pages 63-76, March.
    3. Bauer, Philipp & Riphahn, Regina T., 2006. "Timing of school tracking as a determinant of intergenerational transmission of education," Economics Letters, Elsevier, vol. 91(1), pages 90-97, April.
    4. Giorgio Brunello & Daniele Checchi, 2007. "Does school tracking affect equality of opportunity? New international evidence [‘Educational opportunities and the role of institutions’]," Economic Policy, CEPR, CESifo, Sciences Po;CES;MSH, vol. 22(52), pages 782-861.
    5. Ludger Wöbmann & Elke Lüdemann & Gabriela Schütz & Martin R. West, 2007. "School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003," OECD Education Working Papers 13, OECD Publishing.
    6. Gabriela Schütz & Heinrich W. Ursprung & Ludger Wößmann, 2008. "Education Policy and Equality of Opportunity," Kyklos, Wiley Blackwell, vol. 61(2), pages 279-308, May.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Jerrim, John & Lopez-Agudo, Luis Alejandro & Marcenaro-Gutierrez, Oscar D. & Shure, Nikki, 2017. "What happens when econometrics and psychometrics collide? An example using the PISA data," Economics of Education Review, Elsevier, vol. 61(C), pages 51-58.
    2. Tindara Addabbo & Maddalena Davoli & Marina Murat, 2018. "Is there an immigrant-gender gap in education? An empirical investigation based on PISA data from Italy," Center for Economic Research (RECent) 136, University of Modena and Reggio E., Dept. of Economics "Marco Biagi".
    3. Tindara Addabbo & Maddalena Davoli & Marina Murat, 2018. "Is there an immigrant-gender gap in education? An empirical investigation based on PISA data from Italy," Department of Economics 0124, University of Modena and Reggio E., Faculty of Economics "Marco Biagi".

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Tamás Keller & Guido Neidhöfer, 2014. "Who Dares, Wins?: A Sibling Analysis of Tertiary Education Transition in Germany," SOEPpapers on Multidisciplinary Panel Data Research 713, DIW Berlin, The German Socio-Economic Panel (SOEP).
    2. Bönke Timm & Neidhöfer Guido, 2018. "Parental Background Matters: Intergenerational Mobility and Assimilation of Italian Immigrants in Germany," German Economic Review, De Gruyter, vol. 19(1), pages 1-31, February.
    3. Ludger Wößmann, 2009. "International Evidence on School Tracking: A Review," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 7(1), pages 26-34, 04.
    4. Elke Lüdemann, 2011. "Schooling and the Formation of Cognitive and Non-cognitive Outcomes," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 39.
    5. Lange, Simon & von Werder, Marten, 2017. "Tracking and the intergenerational transmission of education: Evidence from a natural experiment," Economics of Education Review, Elsevier, vol. 61(C), pages 59-78.
    6. Marc Piopiunik, 2011. "Microeconometric Analyses of Education Production in Germany," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 40.
    7. Betts, Julian R., 2011. "The Economics of Tracking in Education," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 3, chapter 7, pages 341-381, Elsevier.
    8. Burger, Kaspar, 2016. "Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement?," MPRA Paper 95310, University Library of Munich, Germany, revised 2016.
    9. Bauer, Philipp C. & Riphahn, Regina T., 2013. "Institutional determinants of intergenerational education transmission — Comparing alternative mechanisms for natives and immigrants," Labour Economics, Elsevier, vol. 25(C), pages 110-122.
    10. Ludger Woessmann, 2009. "International Evidence on School Tracking: A Review," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 7(01), pages 26-34, April.
    11. Murat Marina, 2012. "Do Immigrant Students Succeed? Evidence from Italy and France," Global Economy Journal, De Gruyter, vol. 12(3), pages 1-22, September.
    12. Francisco H. G. Ferreira & Jérémie Gignoux, 2014. "The Measurement of Educational Inequality: Achievement and Opportunity," The World Bank Economic Review, World Bank, vol. 28(2), pages 210-246.
    13. Ralph Hippe & Luisa De Sousa Lobo Borges de Araujo & Patricia Dinis Mota da Costa, 2016. "Equity in Education in Europe," JRC Research Reports JRC104595, Joint Research Centre.
    14. Korthals, R.A., 2015. "The pre-tracking effects of parental background," Research Memorandum 010, Maastricht University, Graduate School of Business and Economics (GSBE).
    15. Elke Lüdemann & Guido Schwerdt, 2011. "Zuwanderer der zweiten Generation: Im deutschen Schulsystem doppelt benachteiligt?," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 64(04), pages 19-25, February.
    16. Heisig, Jan Paul & Matthewes, Sönke Hendrik, 2022. "No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020) [Keine Belege für leistungsfördernde Effek," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 51(1), pages 99-111.
    17. Esser, Hartmut & Relikowski, Ilona, 2015. "Is Ability Tracking (Really) Responsible for Educational Inequalities in Achievement? A Comparison between the Country States Bavaria and Hesse in Germany," IZA Discussion Papers 9082, Institute of Labor Economics (IZA).
    18. Andreas Ammermueller, 2013. "Institutional Features of Schooling Systems and Educational Inequality: Cross-Country Evidence From PIRLS and PISA," German Economic Review, Verein für Socialpolitik, vol. 14(2), pages 190-213, May.
    19. Elke Lüdemann & Guido Schwerdt, 2010. "Migration Background and Educational Tracking: Is there a Double Disadvantage for Second-Generation Immigrants?," CESifo Working Paper Series 3256, CESifo.
    20. Ruhose, Jens & Schwerdt, Guido, 2016. "Does early educational tracking increase migrant-native achievement gaps? Differences-in-differences evidence across countries," Economics of Education Review, Elsevier, vol. 52(C), pages 134-154.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:edecon:v:23:y:2015:i:5:p:612-630. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/CEDE20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.