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The impact of immigrant concentration in schools on grade retention in Spain: a difference-in-differences approach

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Pedraja Chaparro, Francisco and Santín González, Daniel and Simancas, Rosa (2016) The impact of immigrant concentration in schools on grade retention in Spain: a difference-in-differences approach. Applied Economics, 48 (21). pp. 1978-1990. ISSN 1466-4283

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Official URL: http://dx.doi.org/10.1080/00036846.2015.1111989




Abstract

Since the late 1990s, Spain has played host to a sizeable flow of immigrants who have been absorbed into the compulsory stage of the education system. In this article, our aim is to assess the impact of that exogenous increase in the number of immigrant students from 2003 to 2009 on grade retention using Spanish data from PISA 2003 and 2009. For this purpose, we use the difference-in-differences method as a dose treatment capable of detecting whether the immigrant concentratio has had a significant effect on student performance. Our results evidenced that their arrival does not on average decrease school promotion rates with respect to 2003 and is even beneficial to native students. However, although the concentration of immigrant students at the same school does have a negative impact on immigrant students generating more grade retention, native students are unaffected until concentrations of immigrant students is above 15%.


Item Type:Article
Uncontrolled Keywords:Difference in differences; Education; immigration; PISA.
Subjects:Social sciences > Sociology > Immigrants and refugees
Social sciences > Economics > Public economy
Humanities > Education
Humanities > Education > Learning
JEL:I21, H41
ID Code:56295
Deposited On:11 Jul 2019 08:29
Last Modified:11 Jul 2019 10:07

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