International Migration Review
Volume 41, Issue 2, 2007, Pages 403-432

Immigrant and native-born differences in school stability and special education: Evidence from New York City (Article)

Conger D.* , Schwartz A.E. , Stiefel L.
  • a The George Washington University, Washington, DC, United States
  • b Steinhardt School of Education, Robert F. Wagner Graduate School of Public Service, New York University, New York, NY, United States
  • c Robert F. Wagner Graduate School of Public Service, New York University, New York, NY, United States

Abstract

Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the patterns are different among older students. We also identify large variation according to birth region. © 2007 by the Center for Migration Studies of New York.

Author Keywords

[No Keywords available]

Index Keywords

education New York [New York (STT)] immigrant demography United States North America New York [United States] migration
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-34250372929&doi=10.1111%2fj.1747-7379.2007.00073.x&partnerID=40&md5=64568c2c4be0d3b13c0b951646c64a4f
DOI: 10.1111/j.1747-7379.2007.00073.x
ISSN: 01979183
Cited by: 21
Original Language: English