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作者

Anna Piil Damm;Elena Mattana;Helena Skyt Nielsen;Benedicte Rouland

来源

来源 JOURNAL OF URBAN ECONOMICS,Vol.126,P.

语言

英文

关键字

School Segregation;Integration;Immigration;Education;School Environment;Second-language learner;I21;I24;I28;J15;R23;R28

作者单位

Department of Economics and Business Economics, Trygfonden's Centre for Child Research and CIRRAU, Aarhus University, Fuglesangs Allé 4, DK-8210 Aarhus V, Denmark;Department of Economics and Management, University of Nantes, Chemin de la Censive du Tertre, BP52231, 44322 Nantes Cedex 3, France;Department of Economics and Business Economics, Trygfonden's Centre for Child Research and CIRRAU, Aarhus University, Fuglesangs Allé 4, DK-8210 Aarhus V, Denmark;Department of Economics and Management, University of Nantes, Chemin de la Censive du Tertre, BP52231, 44322 Nantes Cedex 3, France

摘要

We exploit exogenous variation from a school desegregation policy to investigate the determinants of academic achievement and wellbeing of dual language learners. The policy buses some school starters with low host-country language proficiency from schools with many dual language learners, higher total budget for dual language learning and higher per-pupil spending to schools with fewer dual language learners but lower total budget for dual language learning and per-pupil spending. Assignment to busing is exogenous conditional on three observed individual characteristics, hence we compare bused and non-bused pupils conditional on these characteristics. We find that assignment to forced busing has a negative effect on the academic performance and wellbeing of dual language learners, which is at odds with findings for school desegregation in the US.