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Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. EdWorkingPaper No. 21-368

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Title: Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. EdWorkingPaper No. 21-368
Language: English
Authors: David Figlio, Paola Giuliano, Riccardo Marchingiglio, Umut Özek, Paola Sapienza, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2021.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 78
Publication Date: 2021
Sponsoring Agency: Russell Sage Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Birth, Geographic Location, Outcomes of Education, Youth, Peer Relationship, Immigrants, Whites, Student Attitudes, Academic Achievement, Positive Attitudes, Disadvantaged Youth, Social Differences, High Achievement, Student Diversity, Data Analysis, Achievement Tests, Standardized Tests, State Standards, Elementary Secondary Education
Geographic Terms: Florida
Assessment and Survey Identifiers: Florida Comprehensive Assessment Test
Abstract: We study the effect of exposure to immigrants on the educational outcomes of US-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by substantial school selection of US-born students, especially among White and comparatively affluent students, in response to the presence of immigrant students in the school. We propose a new identification strategy to partial out the unobserved non-random selection into schools, and find that the presence of immigrant students has a positive effect on the academic achievement of US-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not affect negatively the performance of affluent US-born students, who typically show a higher academic achievement compared to immigrant students. We provide suggestive evidence on potential channels.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED671822
Database: ERIC
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: We study the effect of exposure to immigrants on the educational outcomes of US-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by substantial school selection of US-born students, especially among White and comparatively affluent students, in response to the presence of immigrant students in the school. We propose a new identification strategy to partial out the unobserved non-random selection into schools, and find that the presence of immigrant students has a positive effect on the academic achievement of US-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not affect negatively the performance of affluent US-born students, who typically show a higher academic achievement compared to immigrant students. We provide suggestive evidence on potential channels.
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Youth
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Immigrants
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      – SubjectFull: Whites
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Positive Attitudes
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      – SubjectFull: Disadvantaged Youth
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      – TitleFull: Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. EdWorkingPaper No. 21-368
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