Education reform and education gaps

Abstract

ABSTRACTWe estimate the causal effect of the Italian 2009 “Gelmini” education reform on four academic performance gaps relating to immigration status, gender, parental social status, and parental education. The reform led to a reduction in the number of teachers and an increase in class size. Lags in implementing the reform for different grades is used to specify a difference-in-difference identification strategy. We find that the reform had a statistically and economically significant effect on the immigrant-native gap and on the gender gap, but not on the gap between students with more and less favourable family background. Particularly, our findings show that students with an immigration background were the main losers from the Gelmini reform.