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.
How Immigrant Children Affect the Academic Achievement of Native Dutch Children
Article first published online: 2 SEP 2013
© 2013 The Author(s). The Economic Journal © 2013 Royal Economic Society
The Economic Journal
Volume 123, Issue 570, pages F308–F331, August 2013
How to Cite
Ohinata, A. and van Ours, J. C. (2013), How Immigrant Children Affect the Academic Achievement of Native Dutch Children. The Economic Journal, 123: F308–F331. doi: 10.1111/ecoj.12052
- Issue published online: 2 SEP 2013
- Article first published online: 2 SEP 2013
- Accepted manuscript online: 9 MAY 2013 08:56AM EST
- Manuscript Accepted: 1 APR 2013
- Manuscript Received: 30 APR 2012
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.