Publikation:

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

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Ruhose_0-318936.pdf
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2015

Autor:innen

Ruhose, Jens

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http://nbn-resolving.de/urn:nbn:de:bsz:352-0-318936
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Zusammenfassung

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.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
330 Wirtschaft

Schlagwörter

Immigration, educational inequalities, educational tracking, differences-indifferences

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ISO 690RUHOSE, Jens, Guido SCHWERDT, 2015. Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? : Differences-In-Differences Evidence Across Countries
BibTex
@techreport{Ruhose2015Early-32740,
  year={2015},
  series={Working Paper Series / Department of Economics},
  title={Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? : Differences-In-Differences Evidence Across Countries},
  number={2015-06},
  author={Ruhose, Jens and Schwerdt, Guido}
}
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