IDEAS home Printed from https://ideas.repec.org/p/crm/wpaper/1215.html
   My bibliography  Save this paper

Why are migrant students better off in certain types of educational systems or schools than in others? On the effects of educational systems, school composition, track level, parental background, and country of origin on the achievement of 15-year- old migrant students

Author

Listed:
  • Jaap Dronkers

    (Maastricht University)

  • Rolf van der Velden

    (Maastricht University)

  • Allison Dunne

    (GHK Consulting Ltd)

Abstract

The main research question of this paper is the combined estimation of the effects of educational systems, school composition, track level, and country of origin on the educational achievement of 15-year-old migrant students. We focus specifically on the effects of socioeconomic and ethnic background on achievement scores and the extent to which these effects are affected by characteristics of the school, track, or educational system in which these students are enrolled. In doing so, we examine the ‘sorting’ mechanisms of schools and tracks in highly stratified, moderately stratified, and comprehensive education systems. We use data from the 2006 Programme for International Student Assessment (PISA) wave. Compared with previous research in this area, the paper’s main contribution is that we explicitly include the tracks-within-school level as a separate unit of analyses, which leads to less biased results concerning the effects of educational system characteristics. The results highlight the importance of including factors of track level and school composition in the debate surrounding educational inequality of opportunity for students in different education contexts. The findings clearly indicate that the effects of educational system characteristics are flawed if the analysis only uses a country- and a student level and ignores the tracks-within-school level characteristics. From a policy perspective, the most important finding is that educational systems are neither uniformly ‘good’ nor ‘bad’, but they can result in different consequences for different migrant groups. Some migrant groups are better off in comprehensive systems, while others are better off in moderately stratified systems.

Suggested Citation

  • Jaap Dronkers & Rolf van der Velden & Allison Dunne, 2012. "Why are migrant students better off in certain types of educational systems or schools than in others? On the effects of educational systems, school composition, track level, parental background, and ," RF Berlin - CReAM Discussion Paper Series 1215, Rockwool Foundation Berlin (RF Berlin) - Centre for Research and Analysis of Migration (CReAM).
  • Handle: RePEc:crm:wpaper:1215
    as

    Download full text from publisher

    File URL: https://www.cream-migration.org/publ_uploads/CDP_15_12.pdf
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Paul W. Miller & Barry R. Chiswick, 2002. "Immigrant earnings: Language skills, linguistic concentrations and the business cycle," Journal of Population Economics, Springer;European Society for Population Economics, vol. 15(1), pages 31-57.
    2. Jaap Dronkers & Manon de Heus, 2012. "The Educational Performance of Children of Immigrants in Sixteen OECD Countries," RF Berlin - CReAM Discussion Paper Series 1210, Rockwool Foundation Berlin (RF Berlin) - Centre for Research and Analysis of Migration (CReAM).
    3. Dronkers, Jaap & Avram, S, 2009. "A cross-national analysis of the relations between school choice and effectiveness differences between private-dependent and public schools," MPRA Paper 23911, University Library of Munich, Germany.
    4. Hauser, Robert M & Sewell, William H, 1986. "Family Effects in Simple Models of Education, Occupational Status and," Journal of Labor Economics, University of Chicago Press, vol. 4(3), pages 83-115, July.
    5. Deon Filmer & Lant Pritchett, 1999. "The Effect of Household Wealth on Educational Attainment: Evidence from 35 Countries," Population and Development Review, The Population Council, Inc., vol. 25(1), pages 85-120, March.
    6. 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.
    7. Christian Dustmann, 2004. "Parental background, secondary school track choice, and wages," Oxford Economic Papers, Oxford University Press, vol. 56(2), pages 209-230, April.
    8. Ganzeboom, H.B.G. & de Graaf, P.M. & Treiman, D.J. & de Leeuw, J., 1992. "A standard international socio-economic index of occupational status," WORC Paper 92.01.001/1, Tilburg University, Work and Organization Research Centre.
    9. Chiswick, Barry R & Miller, Paul M, 1996. "Ethnic Networks and Language Proficiency among Immigrants," Journal of Population Economics, Springer;European Society for Population Economics, vol. 9(1), pages 19-35, February.
    10. André, Stéfani & Dronkers, Jaap & Fleischmann, Fenella, 2008. "Verschillen in groepsdiscriminatie, zoals waargenomen door immigranten uit verschillende herkomstlanden in veertien lidstaten van de Europese Unie [Perception of in-group discrimination among immig," MPRA Paper 22019, University Library of Munich, Germany.
    11. Dietlind Stolle & Stuart Soroka & Richard Johnston, 2008. "When Does Diversity Erode Trust? Neighborhood Diversity, Interpersonal Trust and the Mediating Effect of Social Interactions," Political Studies, Political Studies Association, vol. 56, pages 57-75, March.
    12. Dronkers, Jaap & Heus, Manon de, 2009. "Negative selectivity of Europe’s guest-worker immigration?," MPRA Paper 22213, University Library of Munich, Germany.
    13. Dietlind Stolle & Stuart Soroka & Richard Johnston, 2008. "When Does Diversity Erode Trust? Neighborhood Diversity, Interpersonal Trust and the Mediating Effect of Social Interactions," Political Studies, Political Studies Association, vol. 56(1), pages 57-75, March.
    14. Dronkers, J. & van der Velden, R.K.W. & Dunne, A., 2011. "The effects of educational systems, school-composition, track-level, parental background and immigrants' origin on the achievement of 15-years old native and immigrant students : a reanalysis of PISA ," ROA Research Memorandum 006, Maastricht University, Research Centre for Education and the Labour Market (ROA).
    15. Levels, Mark & Dronkers, Jaap Dronkers & Kraaykamp, Gerbert, 2006. "Educational Achievement of Immigrant Children in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance," MPRA Paper 21653, University Library of Munich, Germany.
    Full references (including those not matched with items on IDEAS)

    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. Dronkers, Jaap & van der Velden, Rolf & Dunne, Allison, 2011. "Why are migrant students better off in certain types of educational systems or schools than in others?," MPRA Paper 37261, University Library of Munich, Germany.
    2. Dronkers, J. & van der Velden, R.K.W. & Dunne, A., 2011. "The effects of educational systems, school-composition, track-level, parental background and immigrants' origin on the achievement of 15-years old native and immigrant students : a reanalysis of PISA ," ROA Research Memorandum 006, Maastricht University, Research Centre for Education and the Labour Market (ROA).
    3. Dronkers, Jaap, 2010. "Positive but also negative effects of ethnic diversity in schools on educational performance? An empirical test using cross-national PISA data," MPRA Paper 25598, University Library of Munich, Germany.
    4. Jaap Dronkers & Rolf van der Velden, 2012. "Positive but also negative effects of ethnic diversity in schools on educational performance? An empirical test using PISA data," RF Berlin - CReAM Discussion Paper Series 1211, Rockwool Foundation Berlin (RF Berlin) - Centre for Research and Analysis of Migration (CReAM).
    5. Lancee, Bram, 2012. "Immigrant Performance in the Labour Market: Bonding and Bridging Social Capital," EconStor Books, ZBW - Leibniz Information Centre for Economics, number 251575, March.
    6. Dronkers, Jaap, 2010. "Positieve maar ook negatieve effecten van etnische diversiteit in scholen op onderwijsprestaties? Een empirische toets met internationale PISA-data [Positive but also negative effects of ethnic div," MPRA Paper 23824, University Library of Munich, Germany.
    7. Kornder, N. & Dronkers, J., 2012. "Do migrant girls always perform better? Differences between the reading and math scores of 15-year-old daughters and sons of migrants in PISA 2009 and variations by region of origin and country of des," ROA Research Memorandum 004, Maastricht University, Research Centre for Education and the Labour Market (ROA).
    8. Jaap Dronkers & Roxanne-Amanda Korthals, 2015. "Tracking, schools’ entrance requirements and the educational performance of migrant students," ImPRovE Working Papers 15/08, Herman Deleeck Centre for Social Policy, University of Antwerp.
    9. 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.
    10. Jaap Dronkers & Manon de Heus, 2012. "Immigrants' Children Scientific Performance in a Double Comparative Design: The Influence of Origin, Destination, and Community," RF Berlin - CReAM Discussion Paper Series 1213, Rockwool Foundation Berlin (RF Berlin) - Centre for Research and Analysis of Migration (CReAM).
    11. Mühlenweg, Andrea Maria, 2007. "Educational Effects of Early or Later Secondary School Tracking in Germany," ZEW Discussion Papers 07-079, ZEW - Leibniz Centre for European Economic Research.
    12. Javier Torres, 2013. "Repeat after me, my name is Javier: immigrants english prociency improvement four years after arrival," Working Papers 13-03, Centro de Investigación, Universidad del Pacífico.
    13. Murat Marina, 2012. "Do Immigrant Students Succeed? Evidence from Italy and France," Global Economy Journal, De Gruyter, vol. 12(3), pages 1-22, September.
    14. Marina Murat, 2011. "Do immigrant students succeed? Evidence from Italy and France based on PISA 2006," Department of Economics 0670, University of Modena and Reggio E., Faculty of Economics "Marco Biagi".
    15. Haifeng Qian, 2013. "Diversity Versus Tolerance: The Social Drivers of Innovation and Entrepreneurship in US Cities," Urban Studies, Urban Studies Journal Limited, vol. 50(13), pages 2718-2735, October.
    16. Daniele Checchi & Luca Flabbi, 2013. "Intergenerational Mobility and Schooling Decisions in Germany and Italy: The Impact of Secondary School Tracks," Rivista di Politica Economica, SIPI Spa, issue 3, pages 7-57, July-Sept.
    17. 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.
    18. Alejandra Cattaneo & Rainer Winkelmann, 2005. "Earnings Differentials between German and French speakers in Switzerland," Swiss Journal of Economics and Statistics (SJES), Swiss Society of Economics and Statistics (SSES), vol. 141(II), pages 191-212, June.
    19. Puhani, Patrick A. & Weber, Andrea M., 2005. "Does the Early Bird Catch the Worm? Instrumental Variable Estimates of Educational Effects of Age of School Entry in Germany," Publications of Darmstadt Technical University, Institute for Business Studies (BWL) 25840, Darmstadt Technical University, Department of Business Administration, Economics and Law, Institute for Business Studies (BWL).
    20. Michele Raitano & Francesco Vona, 2013. "Peer heterogeneity, school tracking and students' performances: evidence from PISA 2006," Applied Economics, Taylor & Francis Journals, vol. 45(32), pages 4516-4532, November.

    More about this item

    NEP fields

    This paper has been announced in the following NEP Reports:

    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:crm:wpaper:1215. 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: CReAM Administrator or Matthew Nibloe (email available below). General contact details of provider: https://edirc.repec.org/data/cmucluk.html .

    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.