The effects of mass migration on the academic performance of native students. Evidence from Chile

Abstract

Using longitudinal data and a Difference-in-Difference approach, this paper examines how the mass inflow of Venezuelan (who speak Spanish as the natives) and non-Spanish-speaking (mainly Haitians) migrants to Chile has influenced the learning outcomes of native students, specifically the 6th graders in 2018. The evidence shows a decrease on standardized test scores, especially for male students (−0.072SD in Reading, −0.06SD in Math). Said effects are considerably greater in Reading when examining the migration of non-Spanish speakers (−0.099SD). When the shock is motivated by Venezuelan students, a decrease in Mathematics/Reading are observed in both male (−0.56SD/−0.067SD) and female students (−0.04SD/−0.035SD). Two hypotheses that may account for these effects are evaluated. First, a lack of human and financial resources to address these new educational demands. Second, native flight from public to private schools, especially involving higher SES or higher performance students. Results indicate that only the first hypothesis may account for the possible underlying mechanisms.