The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement

Abstract

With recent increases in international migration, some political and academic narratives argue for limiting migration because of possible negative effects on the host country. Among other outcomes, these groups argue that immigrant students have an impact on education, negatively affecting native-born students’ academic performance. The authors contextualize the relationship between immigrant status and academic achievement by considering a macro social setting: country-level foreign-born population. The authors examine achievement from the 2015 Programme for International Student Assessment in 41 high-income countries. The authors use within- and cross-level interactions to examine (1) the relationship between immigrant status and academic achievement, (2) the moderating effect of student socioeconomic status on achievement, and (3) how country-level foreign-born population affects both immigrant and native-born students’ performance. The findings indicate that immigrant students perform similarly to native-born students when considering other contextual factors, with socioeconomic status moderating the effect of immigrant status. Furthermore, all students, immigrant and nonimmigrant students alike, benefit academically from more immigration.

Homicide Rates and the Multiple Dimensions of Urbanization: A Longitudinal, Cross-National Analysis

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Masked by the mean: immigrants in school and differential effects on student achievements

“…The literature on immigrant peer effects is mixed and includes studies that find negative effects (e.g., Szulkin and Jonsson, 2007;Gould, Lavy and Paserman, 2009;Contini, 2013;Veerman, van de Werfhorst and Dronkers, 2013;Schneeweis, 2015;Bossavie, 2017;Ballatore, Fort and Ichino, 2018;Fletcher et al, 2019), zero effects (e.g., Bifulco, Fletcher and Ross, 2011;Schwartz and Stiefel, 2011;Geay, McNally and Telhaj, 2013;Ohinata and Van Ours, 2013;Conger, 2015;Brandén, Birkelund and Szulkin, 2018), and even positive effects (e.g., Silveira et al, 2019). In the Norwegian setting, Hardoy and Schøne (2013) find negative immigrant peer effects in upper secondary school.…”

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

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