The skill development of children of immigrants |
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| Institution: | 1. University of North Carolina at Greensboro, United States, and IZA Institute of LaborEconomics;2. University of Strathclyde, Scotland, United Kingdom;1. University of Virginia, Charlottesville, VA 22904, United States;2. United States Military Academy, West Point, NY 10996, United States;3. The College of William & Mary, Williamsburg, VA 23187, United States;1. Ghent University;2. KU Leuven;3. GLO;4. Research Foundation - Flanders;5. University of Antwerp;6. Université catholique de Louvain;7. IZA;8. IMISCOE;1. Bocconi University, Milan, Italy;2. University of Milan;3. IZA Bonn;4. University of Pavia, Italy;5. Paris 12 Val de Marne University, France;1. Jawaharlal Nehru University, India;2. Department of Economics, Wellesley College, 106 Central Street, Wellesley, MA 02481, United States;3. University of Michigan, United States |
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| Abstract: | In this paper, we study the evolution of cognitive and noncognitive skills gaps for children of immigrants between kindergarten and 5th grade using two cohorts of elementary school students. We find some evidence that children of immigrants begin school with lower math scores than children of natives, but this gap disappears in later elementary school. For noncognitive skills, children of immigrants and children of natives score similarly in early elementary school, but a positive gap opens up in 2nd grade. We find that the growth in noncognitive skills is driven by disadvantaged immigrant students. We discuss potential explanations for the observed patterns of skill development as well as the implications of our results for the labor market prospects of children of immigrants. |
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