Immigrant gateway communities: Does immigrant student achievement vary by location?

2011 ◽  
pp. 233-252
Author(s):  
Dylan Conger ◽  
Meghan Salas Atwell
Keyword(s):  
Student Achievement ◽  
Immigrant Student ◽  
Gateway Communities

Demographic Data and Immigrant Student Achievement

2008 ◽  
Vol 47 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Lesa M. Covington Clarkson
Keyword(s):  
Student Achievement ◽  
Demographic Data ◽  
Immigrant Student

scholarly journals Peers, Neighborhoods and Immigrant Student Achievement: Evidence from a Placement Policy

2009 ◽  
Author(s):  
Olof Aslund ◽  
Per-Anders Edin ◽  
Peter Fredriksson ◽  
Hans Gronqvist
Keyword(s):  
Student Achievement ◽  
Immigrant Student ◽  
Placement Policy

scholarly journals Peers, Neighborhoods, and Immigrant Student Achievement: Evidence from a Placement Policy

2011 ◽  
Vol 3 (2) ◽  
pp. 67-95 ◽  
Author(s):  
Olof Åslund ◽  
Per-Anders Edin ◽  
Peter Fredriksson ◽  
Hans Grönqvist
Keyword(s):  
Student Achievement ◽  
Standard Deviation ◽  
School Performance ◽  
Immigrant Student ◽  
Standard Deviation Increase ◽  
Highly Educated ◽  
Disadvantaged Groups ◽  
Long Run ◽  
Ment Policy ◽  
Place Ment

We examine to what extent immigrant school performance is affected by the characteristics of the neighborhoods that they grow up in. We address this issue using a refugee place ment policy that provides exogenous variation in the initial place of residence in Sweden. The main result is that school performance is increasing in the number of highly educated adults sharing the subject's ethnicity. A standard deviation increase in the fraction of high-educated in the assigned neighborhood raises compulsory school GPA by 0.8 percentile ranks. Particularly for disadvantaged groups, there are also long-run effects on educational attainment. (JEL I21, J15, R23)

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