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Immigrant background peer effects in Italian schools


This article provides an empirical assessment of the effect of immigrant concentration on student learning in Italian primary and lower secondary schools, using the data of a standardized learning assessment administered in 2010 to the entire student population of selected grades at the national level. Identification is accomplished by exploiting the within-school random variability observed in the share of immigrant students across classes. I estimate peer effects allowing for heterogeneous effects between native and immigrant background children, and among natives, between children of different socio-economic status. The main finding is that the proportion of immigrant students has a weak negative effect on child learning outcomes, and that this effect is somewhat larger for children from disadvantaged backgrounds (immigrants and low socio-economic status).

Dalit Contini
Short bio: 

Dalit Contini is an Associate Professor of Social Statistics at the University of Turin. She has obtained a PhD in Statistics at the University of Padua, where she also graduated in Statistics and Demography.
She teaches Social Statistics and Models for longitudinal data. Her research interests include social mobility, evaluation of scholastic systems and school policies and policies against poverty. Recent work concerns the social and ethnic inequalities in apprehension and educational choices.

10 May 2012 - 17:00

IRVAPP/Fondazione Bruno Kessler - Via Santa Croce 77 - Trento


The presentation will be in English.