Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/203638 
Autor:innen: 
Erscheinungsjahr: 
2019
Schriftenreihe/Nr.: 
Beiträge zur Jahrestagung des Vereins für Socialpolitik 2019: 30 Jahre Mauerfall - Demokratie und Marktwirtschaft - Session: Education Economics IV No. D17-V3
Verlag: 
ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel, Hamburg
Zusammenfassung: 
Population diversity arising from international migration does not only affect the labor market, but also its training ground - the classroom. While the economics literature studies the large and persistent achievement gap between native and foreign origin students, surprisingly little is known about the effect of having a foreign origin teacher on students' academic achievements. In this study, I investigate whether having a foreign origin teacher causally affects the language skills of students in German secondary school, holding constant both observed and unobserved factors related to academic outcomes. Exploring within-student variation in assignment to teachers, due to student mobility and teacher turnover, I am the first to show that foreign origin teachers significantly increase the reading comprehension of students. Most notable is the positive effect of foreign origin teachers who report a mother tongue other than German. They increase reading comprehension scores universally. Ruling out alternative explanations, I argue that bilingual teachers are particularly well-equipped in teaching languages to both native and foreign origin students.
Schlagwörter: 
Academic achievement
language skills
matching
migration
teacher bias
JEL: 
J13
J15
I24
Dokumentart: 
Conference Paper

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