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作者

来源

来源 JOURNAL OF URBAN ECONOMICS,Vol.68,P.303-314

语言

英文

关键字

H75;I21;R23;Immigrants;Mobility;Academic Performance;High Schools;Education;Urban public schools

作者单位

Economics and Education Policy, Institute for Education and Social Policy, Wagner and Steinhardt Schools, New York University, United States"}]},{"#name":"affiliation","$":{"id":"aff2;Public Policy, Education and Economics, Institute for Education and Social Policy, Wagner and Steinhardt Schools, New York University, United States"}]},{"#name":"affiliation","$":{"id":"aff3;Public Policy and Public Administration, Trachtenberg School of Public Policy and Public Administration, The George Washington University, United States"}]},{"#name":"correspondence","$":{"id":"cor1;Economics and Education Policy, Institute for Education and Social Policy, Wagner and Steinhardt Schools, New York University, United States"}]},"aff2":{"#name":"affiliation","$":{"id":"aff2;Public Policy, Education and Economics, Institute for Education and Social Policy, Wagner and Steinhardt Schools, New York University, United States"}]},"aff3":{"#name":"affiliation","$":{"id":"aff3;Public Policy and Public Administration, Trachtenberg School of Public Policy and Public Administration, The George Washington University, United States"}]}},"correspondences":{"cor1":{"#name":"correspondence","$":{"id":"cor1

摘要

In 2005, immigrants exceeded 12% of the US population, with the highest concentrations in large metropolitan areas. While considerable research has focused on how immigrants affect local wages and housing prices, less research has asked how immigrants fare in US urban public schools. Previous studies find that foreign-born students outperform native-born students in their elementary and middle school years, but urban policymakers and practitioners continue to raise concerns about educational outcomes of immigrants arriving in their high school years.We use data on a large cohort of New York City (NYC) public high school students to examine how the performance of students who immigrate during high school (teen immigrants) differs from that of students who immigrate during middle school (tween immigrants) or elementary school (child immigrants), relative to otherwise similar native-born students. Contrary to prior studies, our difference-in-difference estimates suggest that, ceteris paribus, teen immigrants do well compared to native-born migrants, and that the foreign-born advantage is relatively large among the teen (im)migrants. That said, our findings provide cause for concern about the performance of limited English proficient students, blacks and Hispanics and, importantly, teen migrants. In particular, switching school districts in the high school years – that is, student mobility across school districts – may be more detrimental than immigration per se. Results are robust to alternative specifications and cohorts, including a cohort of Miami students.