Immigrant Educators and Students' Academic Achievement
Immigrant Educators and Students' Academic Achievement
复制标题
移民教育工作者和学生的学业成就
DOI：
10.1016/j.labeco.2017.12.007
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Kelvin K. C. Seah
中科院分区：
文献类型：
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作者：
Kelvin K. C. Seah
本文使用一个数据集，允许学生被链接到他们的老师，研究如何教育工作者与移民背景的影响，在美国的中学生的学业成绩。考虑到移民和本地教师可能被分配到不同类型的学校，甚至在学校内，不同类型的学生，两种估计策略。第一个估计移民教师的影响，通过比较学生的成绩与移民教师的成绩与本地教师的观察相似的学生，在学校内。第二个比较的成绩的学生与移民教师在一个科目，同一学生的成绩与本地教师在另一个科目。与流行的看法相反，结果表明，总体而言，移民教师不会对本地学生的教育成就产生负面影响。
Using a dataset which allows students to be linked to their teachers, this paper examines how educators with an immigrant background affect the academic achievements of secondary school students in the United States. To account for the possibility that immigrant and native teachers may be assigned to different types of schools, and even within schools, to different types of students, two estimation strategies are employed. The first estimates the immigrant teacher impact by comparing the achievements of students with immigrant teachers to the achievements of observationally similar students with native teachers, within schools. The second compares the achievement of a student with an immigrant teacher in one subject to the achievement of the same student with a native teacher in another subject. Contrary to popular perception, the results suggest that, overall, immigrant teachers do not have a negative impact on the educational achievements of native students.