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Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students

David Figlio,
Paola Giuliano,
Riccardo Marchingiglio,
Umut Özek,
Paola Sapienza

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.

Keywords
Immigrant students; Educational attainment
Education level
K-12 Education
Topics
Student Learning
Tags
Immigrant origin students,
Learning environments,
Neighborhoods
Download 03/2021
Document Object Identifier (DOI)
10.26300/kqe1-bb79
EdWorkingPaper suggested citation:
Figlio, David, Paola Giuliano, Riccardo Marchingiglio, Umut Özek, and Paola Sapienza. (). Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. (EdWorkingPaper: -368). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/kqe1-bb79

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