Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/108788
Authors: 
Ruhose, Jens
Schwerdt, Guido
Year of Publication: 
2015
Series/Report no.: 
CESifo Working Paper 5248
Abstract: 
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.
Subjects: 
immigration
educational inequalities
educational tracking
differences-in-differences
JEL: 
I21
J15
I28
Document Type: 
Working Paper

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