Where Do You Come from, where Do You Go? Assessing Skills Gaps and Labour Market Outcomes of Young Adults with Different Immigration Backgrounds

The PISA performance gap between national and expatriate students in the United Arab Emirates

“…Our results mirror findings in the literature suggesting that the immigrant status of students and characteristics of the receiving country (in this case the UAE) are important when it comes to explaining gaps in academic performance (Cathles et al, 2018; Cattaneo and Wolter, 2015; Dustmann et al, 2012; Levels et al, 2008). In the UAE, this seems to emerge in the type of school students attend and, to a lesser extent, the background of students who attend them.…”

“…Rather, that the gap is greater in private schools may be explained by the fact that the comparison involves a different group of expatriate students (mostly non-Arabic students in private schools and GCC/non-GCC Arabic students in public schools). Among expatriates, differences in country of origin may also reflect differences in individual and family characteristics, status and attitudes towards education for example, as well as the selection biases that arise from their choice and ability to pay for private schools (Cathles et al, 2018; Mahuteau and Mavromaras, 2014; Pfeffermann and Landsman, 2011; Woessmann, 2016). The difference in curriculum between private and public schools may also account for this difference.…”

“…Several variables serve as explanations. When household language differs from that of the host country and unfamiliarity with classroom assessment methods is experienced, a negative relationship with achievement scores is observed (Cathles et al, 2018). This is also true when family lack of interest and lack of involvement is high (Woessmann, 2016).…”