The Effect of Non-Native Pupils on Natives’ Learning: Evidence from the EU
This report studies the effect of increasing the number of students with a migrant background in a classroom on native students’ test scores in reading and mathematics. It uses data on primary school children from two large international surveys that allow to produce estimates for most EU member states. The report does not find strong evidence for either negative or positive spillover effects of students with a migrant background on native students. The lack of any sizeable effect is independent of the starting level of concentration of students with a migrant background in the classroom: for both classes with few and classes with, relatively, many students with a migrant background, the estimated effect of increasing the number of students with a migrant background is close to null. The report also explores whether an urban/rural gap exists in the ability of schools to integrate students with a migrant background finding no difference.
MAZZA Jacopo;
2019-12-11
Publications Office of the European Union
JRC118492
978-92-76-13882-2 (online),
978-92-76-13881-5 (print),
1831-9424 (online),
1018-5593 (print),
EUR 29800 EN,
OP KJ-1A-29800-EN-N (online),
OP KJ-1A-29800-EN-C (print),
https://publications.jrc.ec.europa.eu/repository/handle/JRC118492,
10.2760/822982 (online),
10.2760/550159 (print),
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