How Immigrant Children Affect the Academic Achievement of Native Dutch Children


  • The authors thank anonymous referees and the seminar and conference participants in Tilburg University, Australian National University, 2nd TEMPO a Conference in Vienna, 3rd Norface Conference in Mannheim, the CHOICES Workshop in the Hague, the European Society of Population Economics in Bern and the European Association of Labour Economists in Bonn. The authors gratefully acknowledge financial support from the NORFACE research programme on Migration in Europe – Social, Economic, Cultural and Policy Dynamics.


In this article, we analyse 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 characterise educational attainment in terms of reading literacy, mathematical skills and science skills. Our results suggest that Dutch students face a worse learning environment when they are studying with more immigrant students in the classroom. However, we do not find strong evidence of negative spill-over effects from the presence of immigrant children on the academic performance of the native Dutch students.