Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students

Paola Giuliano, David Figlio, Riccardo Marchingiglio, Umut Ozek and Paola Sapienza

No 15933, CEPR Discussion Papers from C.E.P.R. Discussion Papers

Abstract: We study the effect of exposure to immigrants on the educational outcomes of US-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by substantial school selection of US-born students, especially among White and comparatively affluent students, in response to the presence of immigrant students in the school. We propose a new identification strategy to partial out the unobserved non-random selection into schools, and find that the presence of immigrant students has a positive effect on the academic achievement of US-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not affect negatively the performance of affluent US-born students, who typically show a higher academic achievement compared to immigrant students. We provide suggestive evidence on potential channels.

Keywords: Immigrant students; Educational attainment (search for similar items in EconPapers)
JEL-codes: I21 I24 J15 (search for similar items in EconPapers)
Date: 2021-03
New Economics Papers: this item is included in nep-ltv and nep-ure
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Citations: View citations in EconPapers (3)

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Related works:
Journal Article: Diversity in Schools: Immigrants and the Educational Performance of U.S.-Born Students (2024)
Working Paper: Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students (2021)
Working Paper: Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students (2021)
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