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dc.contributor.authorOhinata, Asakoen_US
dc.contributor.authorvan Ours, Jan C.en_US
dc.date.accessioned2012-04-24en_US
dc.date.accessioned2012-06-15T07:56:00Z-
dc.date.available2012-06-15T07:56:00Z-
dc.date.issued2011en_US
dc.identifier.piurn:nbn:de:101:1-201201113729-
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_US
dc.language.isoengen_US
dc.publisherIZA Bonnen_US
dc.relation.ispartofseriesDiscussion Paper series, Forschungsinstitut zur Zukunft der Arbeit 6212en_US
dc.subject.jelI21en_US
dc.subject.jelJ15en_US
dc.subject.ddc330en_US
dc.subject.keywordimmigrant childrenen_US
dc.subject.keywordpeer effectsen_US
dc.subject.keywordeducational attainmenten_US
dc.subject.stwKinderen_US
dc.subject.stwMigrantenen_US
dc.subject.stwSoziale Gruppeen_US
dc.subject.stwBildungsverhaltenen_US
dc.subject.stwSchuleen_US
dc.subject.stwNiederlandeen_US
dc.titleHow immigrant children affect the academic achievement of native Dutch childrenen_US
dc.typeWorking Paperen_US
dc.identifier.ppn697276619en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

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