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2011 - Policy Implications of Limiting Immigrant Concentration in Danish Public Schools

Attribution: Andersen, Simon Calmar, & Thomsen, Mette Kjaergaard
Researchers: Mette Kjaergaard ThomsenSimon Calmar Andersen
University Affiliation: Aarhus University
Email: simon@ps.au.dk
Research Question:
Would reallocating immigrant students improve total student achievement and/or benefit the educational outcome of immigrant students?
Published: 1
Journal Name or Institutional Affiliation: Scandinavian Political Studies
Journal Entry: Vol. 34, No. 1, Pp. 27-52
Year: 2011
Findings:
  • The average effect of immigrant concentration on students’ 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.
Keywords: ImmigrantsMathPeer EffectsReadingRegions: InternationalMethodologies: QuantitativeAnalysis Methods: Cluster Analysis Sampling Frame:Danish ninth grade public school students
Sampling Types: PopulationAnalysis Units: IndividualData Types: Quantitative-Cross Sectional
Data Description:
  • 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 student’s examination grade in written Danish and mathematics)
  • IV: immigrant concentration in the school
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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