Peer Ethnicity and Achievement: A Meta-Analysis into the Compositional Effect

51 Pages Posted: 14 May 2009

See all articles by Reyn van Ewijk

Reyn van Ewijk

Johannes Gutenberg University Mainz - Department of Economics

Peter Sleegers

University of Twente

Date Written: May, 11 2009

Abstract

This study reports a meta-analysis on the effects of ethnic minority share in school on achievement test scores. Best evidence from the studies that have appeared thus far on this topic shows that these compositional effects appear small in general, but may be larger when the ethnic minority group is African Americans in the USA, than when the minority group consists of immigrants. A high share of students from an ethnic minority group seems to affect the achievement from students belonging to the same ethnic group more, than the achievement of students belonging to the ethnic majority or to other ethnic minority groups. Effects of the share of immigrants on test scores of ethnic majority students even seem to be close to zero. Several robustness checks confirm our results. The review concludes with a discussion of implications for research and policy practice.

Keywords: academic achievement, meta-analysis, racial composition, school segregation, ethnic groups

JEL Classification: I2

Suggested Citation

van Ewijk, Reyn and Sleegers, Peter, Peer Ethnicity and Achievement: A Meta-Analysis into the Compositional Effect (May, 11 2009). Available at SSRN: https://ssrn.com/abstract=1402651 or http://dx.doi.org/10.2139/ssrn.1402651

Reyn Van Ewijk (Contact Author)

Johannes Gutenberg University Mainz - Department of Economics ( email )

Saarstrasse 21
Mainz, D-55099
Germany

HOME PAGE: http://www.econometrics.economics.uni-mainz.de/392.php

Peter Sleegers

University of Twente ( email )

Netherlands

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