Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in the Programme for International Student Assessment

Andreas Ammermueller

Education Economics, 2007, vol. 15, issue 2, 215-230

Abstract: Student performance of natives and immigrants differed greatly in the Programme for International Student Assessment 2000 in Germany. This paper analyses the gap in test scores by estimating educational production functions, using an extension study with imputed data. The difference in test scores is assigned to various effects, using a Juhn-Murphy-Pierce decomposition. The analysis reveals that German students have a more favourable family background, particularly in the lower part of the test score distribution. The later enrolment of immigrant students and preferences of parents are more important than parents' education or the family setting for explaining the score gap. Differences in returns have no significant effect.

Keywords: Educational production; PISA-E; decomposition; immigration (search for similar items in EconPapers)
Date: 2007
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (28)

Downloads: (external link)
http://www.tandfonline.com/10.1080/09645290701263161 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:15:y:2007:i:2:p:215-230

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645290701263161

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().