Does early educational tracking increase migrant-native achievement gaps? Differences-in-differences evidence across countries

Jens Ruhose () and Guido Schwerdt

Economics of Education Review, 2016, vol. 52, issue C, 134-154

Abstract: We study whether early tracking of students based on ability increases migrant-native achievement gaps. To eliminate confounding impacts of unobserved country traits, we employ a differences-in-differences strategy that exploits international variation in the age of tracking as well as student achievement before and after potential tracking. Based on pooled data from 12 large-scale international student assessments, we show that cross-sectional estimates are likely to be downward-biased. Our differences-in-differences estimates suggest that early tracking does not significantly affect overall migrant-native achievement gaps, but we find evidence for a detrimental impact for less integrated migrants.

Keywords: Immigration; Educational inequalities; Educational tracking; Differences-in-differences (search for similar items in EconPapers)
JEL-codes: I21 I28 J15 (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (30)

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Related works:
Working Paper: Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries (2015)
Working Paper: Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries (2015)
Working Paper: Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries (2015)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:52:y:2016:i:c:p:134-154

DOI: 10.1016/j.econedurev.2016.02.004

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