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IZA
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PISA Results: What a Difference Immigration Law Makes
by
Horst Entorf, Nicoleta Minoiu
(February 2004)
published in: German Economic Review, 2005, 6(3), 355-376
Abstract:
The purpose of this article is to evaluate the importance of social class, migration background
and command of national languages for the PISA school performance of teenagers living in
European countries (France, Finland, Germany, United Kingdom, and Sweden) and
traditional countries of immigration (Australia, Canada, New Zealand and the US).
Econometric results show that the influence of the socioeconomic background of parents
differs strongly across nations, with the highest impact found for Germany, the UK and US,
whereas social mobility is more likely in Scandinavian countries and in Canada. Moreover, for
all countries our estimations imply that for students with a migration background a key for
catching up is the language spoken at home. We conclude that educational policy should
focus on integration of immigrant children in schools and preschools, with particular
emphasis on language skills at the early stage of childhood.
Text: See Discussion Paper No. 1021 
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