School Achievement of Immigrant Children: The Decreasing Influence of Ethnic Concentration

Abstract

There is an ongoing debate in many countries about the assumed negative influence of ethnically concentrated schools on pupils’ cognitive development. This paper addresses the influence of concentrations of ethnic minority children in schools on the school achievement of their pupils. The analysis covers the period 1988–2004 and is based on a very large (60,000 pupils in each edition) longitudinal survey of the school achievement of primary school pupils, which was held every 2 years in the Netherlands. It reveals that the educational achievements of pupils from ethnic minority groups are improving, more so in arithmetic than in language. The paper examines whether ethnically concentrated schools make up the gap. We find that ethnically concentrated schools appear to become more and more adept at dealing with the educational disadvantage of ethnic minority children: they are making greater progress in educational achievement than schools with few ethnic minority children. Over the 15-year period studied, ethnically concentrated schools have removed around half the language disadvantage compared to ‘white’ schools, and as much as even three-quarters of the gap in arithmetic.