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  • This study is the first empirical analysis to identify the causal effect of an educational integration model which focuses on language acquisition for newly immigrated primary school-aged children on their academic success. Employing unique administrative panel data from the German federal state Hamburg between 2013 and 2019, we use the random allocation of refugee children to schools to study the effect of attending a separate "preparatory class" for language learning 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 do significantly worse in standardized test scores in fifth grade. The negative effect is particularly strong for Math, while we see no significant differences in English test scores and the probability of attending the academic track. Overall, our results indicate that separate classes for newly immigrated children focusing on language learning do not foster their academic achievement. (xsd:string)
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  • Mikrozensus-Bibliography (xsd:string)
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  • 2022 (xsd:gyear)
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  • 2022 (xsd:gyear)
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  • Starting off on the right foot – Integrative schooling and the educational success of immigrant children (xsd:string)
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  • 23rd IZA Summer School in Labor Economics (xsd:string)
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  • In 23rd IZA Summer School in Labor Economics, 1-38, 2022 (xsd:string)
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  • Mikrozensus (MZ) (xsd:string)
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  • 38 (xsd:string)
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