Andersen, Simon Calmar, & Thomsen, Mette Kjaergaard
Policy Implications of Limiting Immigrant Concentration in Danish Public Schools
Would reallocating immigrant students improve total student achievement and/or benefit the educational outcome of immigrant students?
Journal Name or Institutional Affiliation:
Scandinavian Political Studies
Vol. 34, No. 1, Pp. 27-52
- The average effect of immigrant concentration on studentsâ€™ educational outcome is negative and significant.
- The average peer group effect is relatively weak in magnitude, which is due to a weak negative marginal effect of immigrant concentration on student educational outcome, until the immigrant concentration exceeds 50 percent
- The effect of immigrant concentration on educational outcome is almost twice as large for immigrant students as for native Danish students, confirming the existence of asymmetric peer effects.
- There is a tipping point at which school percentage of immigrants significantly affects educational outcomes, at around 50% immigrant concentration.
Journal Article Empirical Research
Immigrants, Math, Peer Effects, Reading
Secondary Data, Survey
Method of Analysis:
Danish ninth grade public school students
Unit of Analysis:
- Data comes from all Danish public school students in ninth grade (the last compulsory year of schooling in Denmark) in 2005.
- Includes data from 44,743 students and 1,020 schools.
- DV: academic achievement (measured as the average of each studentâ€™s examination grade in written Danish and mathematics)
- IV: immigrant concentration in the school