Peers, Neighborhoods and Immigrant Student Achievement: Evidence from a Placement Policy

By Olof Åslund, P. Edin, Peter Fredriksson, H. Grönqvist. Social Science Research Network, 2009

242 citations recorded by the source corpus.

We examine to what extent immigrant school performance is affected by the characteristics of the neighborhoods that they grow up in. We address this issue using a refugee placement policy which provides exogenous variation in the initial place of residence in Sweden. The main result is that school performance is increasing in the number of highly educated adults sharing the subject�s ethnicity. A standard deviation increase in the fraction of high-educated in the assigned neighborhood raises compulsory school GPA by 0.9 percentile ranks. This magnitude corresponds to a tenth of the performance gap between refugee immigrant and nativeborn children.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fec6e7c3377350d97bc2f5a9cebaa57e0cd2ff58

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Citations in the corpus

Learning The Hard Way: The Effect of Violent Conflict on Student Academic Achievement (2019, background): “The second is the large literature on the determinants of academic achievement (see for instance, Angrist and Lavy, 1999; Åslund et al., 2011; Duflo et al. 2011; Goux, and Maurin, 2007; Houtenville and Conway, 2008; Hoxby, 2000; Newhouse and Beegle, 2006; Rivkin et al., 2005).”