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

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

The Review of Economic Studies, 2024, vol. 91, issue 2, 972-1006

Abstract: We study the effect of exposure to immigrants on the educational outcomes of U.S.-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by the substantial school selection of U.S.-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, comparing sibling outcomes with the inclusion of family fixed effects, to partial out the unobserved non-random selection of native-born families into schools. We find that the presence of immigrant students has a positive effect on the academic achievement of U.S.-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not negatively affect the performance of affluent U.S.-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)
Date: 2024
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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)
Working Paper: Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students (2021)
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Persistent link: https://EconPapers.repec.org/RePEc:oup:restud:v:91:y:2024:i:2:p:972-1006.

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