Young immigrant children and their educational attainment

Ohinata, Asako; Ours, Jan C. van

doi:10.1016/j.econlet.2012.03.020

Cited by 31 publications

(16 citation statements)

References 10 publications

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“…They find that children born from Moluccan fathers and native mothers have a higher educational attainment than children from two immigrant parents or children from a Moluccan mother and a native father. Ohinata and van Ours (2012) investigate the differences in test scores between immigrant children in the Netherlands and native Dutch children conditional on personal and family characteristics and the classroom environment. They also highlight the differential educational achievements by first and second-generation immigrants.…”

Section: Language Starting With Age At Immigrationmentioning

confidence: 99%

Immigration: What About the Children and Grandchildren?

Sweetman

Ours

2014

SSRN Journal

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Section: Language Starting With Age At Immigrationmentioning

confidence: 99%

Immigration: What About the Children and Grandchildren?

Sweetman

Ours

2014

SSRN Journal

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“…In order to put our findings in the broader context of the educational consequences of language skills, we draw findings from a comparable study on immigrant students in the 20 Netherlands (Ohinata and van Ours, 2012). Whilst we find that the dialect-speaking boys lag behind their counterparts in language by 0.08 standard deviations, first-generation immigrant students in the Netherlands perform worse in reading tests in comparison to native students by 0.28 standard deviations, nearly 4 times more than that of dialectspeaking students.…”

Section: Resultsmentioning

confidence: 99%

The educational consequences of language proficiency for young children

Yao

Ohinata

Ours

2016

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S The Educational Consequences of LanguageIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 9800 March 2016 ABSTRACTThe Educational Consequences of Language Proficiency for Young Children * This paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5-6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys' language test scores. In addition, we study whether there are spillover effects of peers' dialect-speaking on test scores. We find no evidence for spillover effect of peers' dialectspeaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are affected by the share of dialect-speaking peers in the classroom.JEL Classification: J24, I2

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“…(), I define second‐generation immigrants as being born in the country of testing while having both parents born in a foreign country. This definition excludes children with one foreign and one native‐born parent, as they are found to be statistically different from children that have both parents born in a foreign country (Ohinata and van Ours, ).…”

Section: Data Estimation Strategy and Interpretationmentioning

confidence: 99%

Analyzing Educational Achievement Differences between Second-Generation Immigrants: Comparing Germany and German-Speaking Switzerland

Kunz

2016

German Economic Review

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In this study, I provide evidence that the educational achievement of second-generation immigrants in German-speaking Switzerland is greater than in Germany. The impact of the first-generation immigrants' destination decision on their offspring's educational achievement seems to be much more important than has been recognized by the existing literature. I identify the test score gap between these students that cannot be explained by differences in individual and family characteristics. Moreover, I show how this gap evolves over the test score distribution and how the least favorably-endowed students fare. My results suggest that the educational system of Switzerland, relative to the German system, enhances the performance of immigrants' children substantially. This disparity is largest when conditioning on the language spoken at home, and prevails even when comparing only students whose parents migrated from the same country of origin.

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Young immigrant children and their educational attainment

Abstract: We analyze the determinants of reading literacy, mathematical skills and science skills of young immigrant children in the Netherlands. We find that these are affected by age at immigration and whether or not one of the parents is native Dutch.JEL classification: I21, J15

Cited by 31 publications

References 10 publications

Immigration: What About the Children and Grandchildren?

Immigration: What About the Children and Grandchildren?

The educational consequences of language proficiency for young children

Analyzing Educational Achievement Differences between Second-Generation Immigrants: Comparing Germany and German-Speaking Switzerland

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