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Migration background and educational tracking
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DOI：10.1007/s00148-012-0414-z.png)
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Abstract
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Research on immigrants' educational disadvantages documents substantial immigrant-native achievement gaps in standardized student assessments. Exploiting data from the German PIRLS extension, we find that second-generation immigrants also receive worse grades and teacher recommendations for secondary school tracks than natives, which cannot be explained by differences in student achievement tests and general intelligence. Second-generation immigrants' less favorable socioeconomic background largely accounts for this additional disadvantage, suggesting that immigrants are disproportionately affected by prevailing social inequalities at the transition to secondary school. We additionally show that differences in track attendance account for a substantial part of the immigrant-native wage gap in Germany.
Keywords:
Second-generation immigrants
Educational inequalities
Educational tracking
Economic assimilation
Germany
PIRLS
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Oncotarget
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OAAIShareSaveShareSaveShareSaveShareSaveTHE ECONOMIC SITUATION OF FIRST AND SECOND-GENERATION IMMIGRANTS IN FRANCE, GERMANY AND THE UNITED KINGDOMECONOMIC JOURNAL
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ECONOMIC JOURNALIF3.6
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