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Do Immigrant-Origin Students Progress Faster at School? The Case of France ¿ Los hijos de inmigrantes progresan más rápido en la escuela ? El caso francés Les enfants d'immigrés progressent-ils plus vite à l'école ? Le cas français

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Abstract:

Do immigrant-origin students progress faster at school than children with French-born parents? To answer this question, this article analyses longitidunal data from a panel of students entering secondary education in France in 1995. As suggested by part of the significant literature, the empirical analyses on performance in lower secondary schooling presented here reveal that the children of immigrant families progress faster than those of natives. However, this does not mean necessarily that they learn more or that they are more skilled or motivated than their native counterparts, as could be deduced from the positive self-selection hypothesis. On the contrary, the evidence shows that this only happens because they depart from lower grades at the beginning of the period under observation.

Spanish
¿ Los hijos de inmigrantes progresan más rápido en la escuela que aquéllos cuyos padres han nacido en Francia ? Para responder a esta pregunta, este artículo explota datos longitudinales procedentes del panel de alumnos que ingresaron a la enseñanza media en Francia en 1995. Como deja suponer una parte de la literatura, los análisis empíricos sobre los resultados escolares en el primer ciclo de enseñanza media muestran que los progresos de los hijos de immigrantes son efectivamente más rápidos. Sin embargo, ello no significa necesariamente que aprenden más o que son más capacitados o están más motivados, como podría deducirse de la hipótesis de una selección positiva. Este fenómeno se explica por el hecho de que estos alumnos parten de notas más bajas al iniciar el recorrido escolar.

French
Les enfants d'immigrés progressent-ils plus vite à l'école que ceux dont les parents sont nés en France ? Pour répondre à cette question, cet article exploite des données longitudinales issues du panel d'élèves entrés dans le second degré en France en 1995. Comme le laisse à penser une partie de la littérature, les analyses empiriques sur les performances scolaires dans le premier cycle du secondaire montrent que leurs progrès sont effectivement plus rapides. Cependant, cela ne signifie pas nécessairement qu'ils apprennent davantage ou qu'ils sont plus doués ou plus motivés, comme on pourrait le déduire de l'hypothèse d'une sélection positive. Ce phénomène s'explique par le fait que ces élèves partent de notes plus basses au début de leur parcours scolaire.

Document Type: Short Communication

Publication date: 2008-10-01

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  • Population is a peer-reviewed quarterly scientific journal published in English (Population-E) and in French (Population-F). It presents original research in the fields of demography and related disciplines: sociology, economics, anthropology, history, geography, epidemiology and public health, methodology in social science. Contributions can be submitted in either English or French and are published in both languages. Both developed and developing countries are covered. Population trends in different parts of the world are presented in special annual features.
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