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  1. Do migrant-native achievement gaps narrow?
    evidence over the school career
    Autor*in: Vonnahme, Christina
    Erschienen: 2021
    Verlag:  RWI - Leibniz-Institut für Wirtschaftsforschung, Essen, Germany

    The integration of foreign origin students in host countries’ educational systems has mostly been studied based on cross-sectional data. In contrast, I use data from a national longitudinal education study to calculate achievement gaps in vocabulary,... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 10
    Fernleihe:
    keine Fernleihe

     

    The integration of foreign origin students in host countries’ educational systems has mostly been studied based on cross-sectional data. In contrast, I use data from a national longitudinal education study to calculate achievement gaps in vocabulary, reading and math tests for foreign origin relative to native students over the school career in Germany for the years 2010 to 2018. In line with previous research, the raw gaps are substantial and can be explained to one to two thirds by school characteristics and the socio-economic background of the child. Taking a longitudinal perspective reveals that both raw and conditional gaps slightly decrease over several parts of the school career. However, the unexplained part of the decomposed gaps tends to increase as children grow older. The findings demonstrate that initial disadvantages of foreign origin students reduce rather than accumulate, but partly prevail until the end of school. Die Integration von Kindern ausländischer Herkunft in das Bildungssystem wurde bisher meist anhand von Querschnittsdaten untersucht. Im Gegensatz dazu verwende ich Daten aus einer deutschen Bildungs-Längsschnittstudie, um die Leistungsunterschiede zwischen Kindern ausländischer Herkunft und einheimischen Kindern über die Schullaufbahn für die Jahre 2010 bis 2018 in Deutsch und Mathematik zu berechnen. Im Einklang mit früheren Forschungsergebnissen sind die unbereinigten Leistungsunterschiede beträchtlich und können zu ein bis zwei Dritteln durch Schulmerkmale und den sozioökonomischen Hintergrund des Kindes erklärt werden. In der Längsschnittbetrachtung zeigt sich, dass sowohl die unbereinigten als auch die bereinigten Leistungsunterschiede über mehrere Abschnitte der Schullaufbahn hinweg leicht abnehmen. Der unerklärte Teil der Leistungsunterschiede nimmt jedoch tendenziell zu. Die Ergebnisse zeigen, dass die anfänglichen Nachteile von Kindern ausländischer Herkunft eher abnehmen als zunehmen, teilweise jedoch bis zum Ende der Schulzeit bestehen bleiben.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783969730911
    Weitere Identifier:
    hdl: 10419/250070
    Schriftenreihe: Ruhr economic papers ; #932
    Schlagworte: Integration; achievement gaps; educational performance; immigrants
    Umfang: 1 Online-Ressource (circa 49 Seiten), Illustrationen
  2. The rising influence of family background on early school performance
    Autor*in: Markussen, Simen; Røed, Knut
    Erschienen: June 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We use administrative data from Norway to examine recent trends in the association between parents' prime age earnings rank and offspring's educational performance rank by age 15/16. We show that the intergenerational correlation between these two... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    We use administrative data from Norway to examine recent trends in the association between parents' prime age earnings rank and offspring's educational performance rank by age 15/16. We show that the intergenerational correlation between these two ranks has increased over the past decades, and that offspring from economically disadvantaged families have fallen behind. This has happened despite public policies contributing to leveling the playing field. In particular, we show that the expansion of universal childcare and, more recently, the increased teacher-pupil ratio in compulsory school, have disproportionally benefited lower class offspring. The rising influence of parents' earnings rank can partly be explained by a strengthened intragenerational association between earnings rank and education among parents, as educational achievement has an inheritable component. Yet a considerable unexplained rise in the influence of family background remains, pointing towards an impending decline in intergenerational economic mobility.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/278921
    Schriftenreihe: Discussion paper series / IZA ; no. 16223
    Schlagworte: Intergenerational mobility; achievement gaps; parental influence; meritocracy; GPA
    Umfang: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  3. Is it worth it?
    postsecondary education and labor market outcomes for the disadvantaged
    Autor*in: Backes, Benjamin; Holzer, Harry J.; Velez, Erin Dunlop
    Erschienen: 2014
    Verlag:  Univ. of Wisconsin-Madison, Inst. for Research on Poverty, Madison, Wis.

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Fernleihe:
    keine Fernleihe
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    Hinweise zum Inhalt
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: IRP discussion paper ; 1425-14
    Schlagworte: Secondary school; achievement gaps; postsecondary education; labor market; minorities
    Umfang: Online-Ressource (42 S.)
  4. Spillover effects of black teachers on white teachers' racial competency
    mixed methods evidence from North Carolina
    Autor*in: Gershenson, Seth; Lindsay, Constance A.; Papageorge, Nicholas W.; Campbell, Romaine; Rendon, Jessica H.
    Erschienen: June 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    The US teaching force remains disproportionately white while the student body grows more diverse. It is therefore important to understand how and under what conditions white teachers learn racial competency. This study applies a mixed-methods... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    The US teaching force remains disproportionately white while the student body grows more diverse. It is therefore important to understand how and under what conditions white teachers learn racial competency. This study applies a mixed-methods approach to investigate the hypothesis that Black peers improve white teachers' effectiveness when teaching Black students. The quantitative portion of this study relies on longitudinal data from North Carolina to show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers' Black students. These effects are persistent over time and largest for novice teachers. Qualitative evidence from open-ended interviews of North Carolina public school teachers reaffirms these findings. Broadly, our findings suggest that the positive impact of Black teachers' ability to successfully teach Black students is not limited to their direct interaction with Black students but is augmented by spillover effects on early-career white teachers, likely through peer learning.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/278956
    Schriftenreihe: Discussion paper series / IZA ; no. 16258
    Schlagworte: peer effects; knowledge spillovers; teacher effectiveness; teacher diversity; achievement gaps; education production function
    Umfang: 1 Online-Ressource (circa 33 Seiten)