Are Immigrants Graded Worse in Primary and Secondary Education? – Evidence for German Schools
No 223, Ruhr Economic Papers from RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen
Using PIRLS 2001 and PISA 2003 data for Germany, this paper examines whether immigrants attending primary and secondary school are graded worse in math than comparable natives. Controlling for differences in math skills, class fixed effects regressions and results of a matching approach suggest that immigrants have grade disadvantages in primary education. In Germany, track choice after primary education is mainly determined by the average of grades obtained in math and German. Hence, grade disadvantages could lead to lower level track choice. Immigrants who attend the most common secondary school tracks are not graded differently from natives.
Keywords: grading; educational system; migration background; matching (search for similar items in EconPapers)
JEL-codes: C40 I21 J15 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:rwirep:223
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