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

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

No 28596, NBER Working Papers from National Bureau of Economic Research, Inc

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.

JEL-codes: I21 I24 J15 (search for similar items in EconPapers)
Date: 2021-03
New Economics Papers: this item is included in nep-dem, nep-edu, nep-ltv and nep-ure
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Published as David Figlio & Paola Giuliano & Riccardo Marchingiglio & Umut Ozek & Paola Sapienza, 2024. "Diversity in Schools: Immigrants and the Educational Performance of U.S.-Born Students," Review of Economic Studies, vol 91(2), pages 972-1006.

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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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