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dc.contributor.authorBALLATORE, Rosario Maria
dc.contributor.authorFORT, Margherita
dc.contributor.authorICHINO, Andrea 
dc.date.accessioned2018-12-06T13:55:29Z
dc.date.available2018-12-06T13:55:29Z
dc.date.issued2018
dc.identifier.citationJournal of labor economics, 2018, Vol. 36, No. 4, pp. 885-921
dc.identifier.issn0734-306X
dc.identifier.issn1537-5307en
dc.identifier.urihttp://hdl.handle.net/1814/59956
dc.descriptionOnline: 31 July 2018en
dc.description.abstractWe exploit rules of class formation to identify the causal effect of increasing the number of immigrants in a classroom on natives' test scores, keeping class size and quality of the two types of students constant (pure ethnic composition [PEC] effect). We explain why this is a relevant policy parameter although it has been neglected so far. The PEC effect is sizable and negative (16% of a standard deviation) on language and math scores. For first-generation immigrants, it is more negative (30% of a standard deviation). Estimates that cannot control for endogenous adjustments implemented by principals are instead considerably smaller.
dc.description.sponsorshipMIUR-Progetti di Ricerca di Interesse Nazionale (PRIN) 2009 project [2009MAATFS_001]
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.ispartofJournal of labor economics
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectEducational outcomesen
dc.subjectClass sizeen
dc.subjectAchievementen
dc.subjectPerformanceen
dc.titleTower of Babel in the classroom : immigrants and natives in Italian schools
dc.typeArticleen
dc.identifier.doi10.1086/697524
dc.identifier.volume36
dc.identifier.startpage885
dc.identifier.endpage921
eui.subscribe.skiptrue
dc.identifier.issue4


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