Abstract
This paper investigates the effects of immigrant concentration in the classroom on natives’ scholastic achievement. It utilizes rare information on age at migration to estimate separate spillover effects by duration of stay of immigrant classmates, and uses cohort-by-cohort changes in immigrant concentration within schools to identify treatment effects. The presence of immigrant students who have been in the country for some time is found to have no effect on natives. However, a small negative effect of recent immigrants on natives’ language scores is reported. When significant, effect sizes are quite small compared to other educational interventions and peer effect estimates.
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