Browse by Topics
- Covid-19 Education Research for Recovery
- Early childhood
- K-12 Education
- Post-secondary education
- Access and admissions
- Education outside of school (after school, summer…)
- Educator labor markets
- Educator preparation, professional development, performance and evaluation
- Finance
- Inequality
- Markets (vouchers, choice, for-profits, vendors)
- Methodology, measurement and data
- Multiple outcomes of education
- Parents and communities
- Politics, governance, philanthropy, and organizations
- Program and policy effects
- Race, ethnicity and culture
- Standards, accountability, assessment, and curriculum
- Students with Learning Differences
Breadcrumb
Search EdWorkingPapers
Riccardo Marchingiglio
We study the effect of exposure to immigrants on the educational outcomes of US-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by substantial school selection of US-born students, especially among White and comparatively affluent students, in response to the presence of immigrant students in the school. We propose a new identification strategy to partial out the unobserved non-random selection into schools, and find that the presence of immigrant students has a positive effect on the academic achievement of US-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not affect negatively the performance of affluent US-born students, who typically show a higher academic achievement compared to immigrant students. We provide suggestive evidence on potential channels.