Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries

Arbeitspapier

We study whether early tracking of students based on ability increases migrant-native achievement gaps. To eliminate confounding impacts of unobserved country traits, we employ a differences-in-differences strategy that exploits international variation in the age of tracking as well as student achievement before and after potential tracking. Based on pooled data from 12 large-scale international student assessments, we show that cross-sectional estimates are likely to be downward-biased. Our differences-in-differences estimates suggest that early tracking does not significantly affect overall migrant-native achievement gaps, but we find evidence for a detrimental impact for less integrated migrants.

Object Details

• Language: Englisch

References and Relationships

• Bibliographic citation: Series: CESifo Working Paper ; No. 5248

Classification and Topics

• Classification: Wirtschaft ; Analysis of Education ; Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination ; Education: Government Policy
• Subject: immigration ; educational inequalities ; educational tracking ; differences-in-differences

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Ruhose, Jens ; Schwerdt, Guido
• Event: Veröffentlichung
• (who): Center for Economic Studies and ifo Institute (CESifo)
• (where): Munich
• (when): 2015

Further information

• Handle: http://hdl.handle.net/10419/108788
• Last update: 10.03.2025, 11:43 AM CET