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Starting off on the right foot: Language learning classes and the educational success of immigrant children

Author

Listed:
  • Höckel, Lisa Sofie
  • Schilling, Pia
Abstract
This study is the first empirical analysis to identify the causal effect of a separate preparatory language learning class on the academic success of newly immigrated primary school-aged children in comparison to their direct integration into regular classrooms. Employing unique administrative panel data from the German federal state Hamburg between 2013 and 2019, we use the quasi-random allocation of refugee children to neighborhoods and therewith schools to measure the effect of the two educational integration models on standardized test scores and the probability of attending an academic track in secondary school. Our results show that primary school-aged refugees who visit a preparatory class perform significantly worse in standardized test scores in fifth grade. The negative effect is particularly strong for Math and German. They further have a slightly lower probability to attend the academic track. Overall, our results indicate that integrating newly immigrated children directly into regular classrooms fosters their academic achievement more than schooling them first in preparatory classes with a focus on language learning.

Suggested Citation

  • Höckel, Lisa Sofie & Schilling, Pia, 2022. "Starting off on the right foot: Language learning classes and the educational success of immigrant children," Ruhr Economic Papers 983, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
    • Handle: RePEc:zbw:rwirep:983
    DOI: 10.4419/96973148
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    References listed on IDEAS

    as
    1. Julia Bredtmann & Sebastian Otten & Christina Vonnahme, 2021. "Linguistic diversity in the classroom, student achievement, and social integration," Education Economics, Taylor & Francis Journals, vol. 29(2), pages 121-142, March.
    2. Chin, Aimee & Daysal, N. Meltem & Imberman, Scott A., 2013. "Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas," Journal of Public Economics, Elsevier, vol. 107(C), pages 63-78.
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    7. Dustmann, Christian & Glitz, Albrecht, 2011. "Migration and Education," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 4, chapter 0, pages 327-439, Elsevier.
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    More about this item

    Keywords

    Academic achievement; education economics; language skills; migration; integration policy;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination

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