 The effects of mass migration on the academic performance of native students. Evidence from ChileDante Contreras and Sebastián Gallardo Economics of Education Review, 2022, vol. 91, issue C Abstract: Using longitudinal data and a Difference-in-Difference approach, this paper examines how the mass inflow of Venezuelan (who speak Spanish as the natives) and non-Spanish-speaking (mainly Haitians) migrants to Chile has influenced the learning outcomes of native students, specifically the 6th graders in 2018. The evidence shows a decrease on standardized test scores, especially for male students (−0.072SD in Reading, −0.06SD in Math). Said effects are considerably greater in Reading when examining the migration of non-Spanish speakers (−0.099SD). When the shock is motivated by Venezuelan students, a decrease in Mathematics/Reading are observed in both male (−0.56SD/−0.067SD) and female students (−0.04SD/−0.035SD). Two hypotheses that may account for these effects are evaluated. First, a lack of human and financial resources to address these new educational demands. Second, native flight from public to private schools, especially involving higher SES or higher performance students. Results indicate that only the first hypothesis may account for the possible underlying mechanisms. Keywords: Immigration; Causal Effects; Academic Performance; Peer Effect (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:91:y:2022:i:c:s0272775722000875 DOI: 10.1016/j.econedurev.2022.102314 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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