Peer effects, social multipliers and migrants at school
Subtitle: an international comparison
By: by Horst Entorf, Martina Lauk
Contributors: Lauk, Martina
Series: Discussion paper -- no. 2182; Discussion paper (Forschungsinstitut zur Zukunft der Arbeit : Online) -- no. 2182
Publisher: IZA
Published: 2006
Place of publication: Bonn, Germany
Language: eng
Format: [electronic resource] :
Subjects: Academic achievement; Immigrants
Description: "This article analyses the school performance of migrants dependent on peer groups in different international schooling environments. Using data from the international OECD PISA test, we consider social interaction within and between groups of natives and migrants. Results based on social multipliers (Glaeser et al. 2000, 2003) suggest that both native-to-native and migrant-to-migrant peer effects are higher in ability-differencing school systems than in comprehensive schools. Thus, non-comprehensive school systems seem to magnify the already existing educational inequality between students with a low parental socioeconomic migration background and children from more privileged families. Students with a migration background and a disadvantageous parental status would benefit from higher diversity within schools"--Forschungsinstitut zur Zukunft der Arbeit web site.
Notes: Title from PDF file as viewed on 6/28/2006.

Includes bibliographical references.

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