Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/58841 
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dc.contributor.authorOhinata, Asakoen
dc.contributor.authorvan Ours, Jan C.en
dc.date.accessioned2012-04-24-
dc.date.accessioned2012-06-15T07:56:00Z-
dc.date.available2012-06-15T07:56:00Z-
dc.date.issued2011-
dc.identifier.piurn:nbn:de:101:1-201201113729en
dc.identifier.urihttp://hdl.handle.net/10419/58841-
dc.description.abstractIn this paper, we analyze how the share of immigrant children in the classroom affects the educational attainment of native Dutch children. Our analysis uses data from various sources, which allow us to characterize educational attainment in terms of reading literacy, mathematical skills and science skills. We do not find strong evidence of negative spill-over effects from immigrant children to native Dutch children. Immigrant children themselves experience negative language spill-over effects from a high share of immigrant children in the classroom but no spill-over effects on maths and science skills.en
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x6212en
dc.subject.jelI21en
dc.subject.jelJ15en
dc.subject.ddc330en
dc.subject.keywordimmigrant childrenen
dc.subject.keywordpeer effectsen
dc.subject.keywordeducational attainmenten
dc.subject.stwKinderen
dc.subject.stwMigrantenen
dc.subject.stwSoziale Gruppeen
dc.subject.stwBildungsverhaltenen
dc.subject.stwSchuleen
dc.subject.stwNiederlandeen
dc.titleHow immigrant children affect the academic achievement of native Dutch children-
dc.typeWorking Paperen
dc.identifier.ppn697276619en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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