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Do Significant Immigrant Inflows Create Negative Education Impacts? Lessons from the North Carolina Public School System

Author

Listed:
  • Diette, Timothy M.

    (Washington and Lee University)

  • Uwaifo Oyelere, Ruth

    (Agnes Scott College)

Abstract
The influx of immigrants has shifted the ethnic composition of public schools in many states. Given the perceived negative impact of significant immigrant inflows, we are interested in investigating if these inflows into a school affect the academic performance of native students who remain. To address this question, we analyze education data from North Carolina, a state that has experienced a significant immigrant influx in the last two decades. We focus on the share of the English Language Learners in the student population for students between fourth and eighth grade over the period from 1999 to 2006 and the potential effects of the presence of these students on the level of achievement in math and reading for native students. Our analysis suggests some evidence of immigrant peer effects though the effects are heterogeneous. Specifically, we find some evidence of positive effects among those in the middle and bottom portions of the achievement distribution while we find small negative effects at the top of the distribution.

Suggested Citation

  • Diette, Timothy M. & Uwaifo Oyelere, Ruth, 2012. "Do Significant Immigrant Inflows Create Negative Education Impacts? Lessons from the North Carolina Public School System," IZA Discussion Papers 6561, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp6561
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    References listed on IDEAS

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    Cited by:

    1. Contreras, Dante & Gallardo, Sebastián, 2022. "The effects of mass migration on the academic performance of native students. Evidence from Chile," Economics of Education Review, Elsevier, vol. 91(C).
    2. Timothy M. Diette & Ruth Uwaifo Oyelere, 2017. "Gender and racial differences in peer effects of limited English students: a story of language or ethnicity?," IZA Journal of Migration and Development, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 6(1), pages 1-18, December.
    3. Peter McHenry, 2015. "Immigration and the Human Capital of Natives," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 34-71.
    4. Thomas Ahn & Christopher Jepsen, 2015. "The effect of sharing a mother tongue with peers: evidence from North Carolina middle schools," IZA Journal of Migration and Development, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 4(1), pages 1-21, December.
    5. Anelli, Massimo & Shih, Kevin Y. & Williams, Kevin, 2017. "Foreign Peer Effects and STEM Major Choice," IZA Discussion Papers 10743, Institute of Labor Economics (IZA).
    6. Diette, Timothy M. & Uwaifo Oyelere, Ruth, 2013. "Gender and Race Heterogeneity: The Impact of Increases in Students with Limited English on Native Students' Performance," IZA Discussion Papers 7856, Institute of Labor Economics (IZA).
    7. Pope, Nolan G., 2016. "The Marginal effect of K-12 English language development programs: Evidence from Los Angeles Schools," Economics of Education Review, Elsevier, vol. 53(C), pages 311-328.

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    More about this item

    Keywords

    immigrants; student achievement; peer effects; education;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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