This paper compares the educational attainment of second-generation immigrants with that of children born to native parents in several OECD countries. We show that the average gap in test scores of children of immigrants and natives differs widely across countries, and is strongly related to achievement differences in the parent generation. The disadvantage of immigrant children reduces, and even disappears for some countries, once we condition on parental background characteristics. A foreign language spoken at home is the single most important factor associated with the achievement gap. An alternative reference group to native children are children born to non-emigrants in the country of origin. We compare mathematics test scores of children of Turkish immigrants in several destination countries, to those of Turkish children in Turkey whose parents have not emigrated. We find that in most host countries, the test score achievement of the children of Turkish immigrants (although being lower than that of their native peers) is higher than that of children of their cohort in the home country. This is conditional and unconditional on parental background characteristics. The higher school-and peer-quality relative to that in the home country is a main determinant of the educational advantage of immigrant children.-Christian Dustmann, Tommaso Frattini and Gianandrea Lanzara E d u c a t i o n o f s e c o n d -g e n e r a t i o n i m m i g r a n t s

This paper investigates the educational achievements of second generation immigrants in several OECD countries in a comparative perspective.We first show that the educational achievement (measured as test scores in PISA achievement tests) of children of immigrants is quite heterogeneous across countries, and strongly related to achievements of the parent generation. The disadvantage considerably reduces, and even disappears for some countries, once we condition on parental background characteristics.Second, we provide novel analysis of cross-country comparisons of test scores of children from the same country of origin, and compare (conditional) achievement scores in home and host countries. The focus is on Turkish immigrants, whom we observe in several destination countries. We investigate both mathematics and reading test scores, and show that the results vary according to the type of skills tested. For mathematics, in most countries and even if the test scores achievement of the children of Turkish immigrants is lower than that of their native peers, it is still higher than that of children of their cohort in the home country -conditional and unconditional on parental background characteristics. The analysis suggests that higher school quality relative to that in the home country is important to explain immigrant children's educational advantage.

Using data on Italian cities, we document that, over the period 2001-2011, the number of establishments and employment in some key service industries are positively related to the inflow of tourists. We then build a general equilibrium model of small open cities to study the impact of tourism on endogenous amenities, factors' allocation across sectors, prices, and welfare. Tourism has two main effects on the urban economy: first, consistently with the observed pattern in the data, it increases the number of firms (an endogenous consumption amenity) and employment in the non-tradable sector; second, it increases prices. In the model tourism may hurt the resident population: with unequal land endowments, poorer residents are hurt by tourism because the rise in city prices offsets the positive impact on the urban consumption amenity. Along with several other extensions to the baseline model, we study the interplay of historical (exogenous) amenities, tourism and residents welfare in a system of two cities.