1887

Nordic Economic Policy Review

Economics of Education

image of Nordic Economic Policy Review

The Nordic Economic Policy Review is published by the Nordic Council of Ministers and addresses policy issues in a way that is useful for in-formed non-specialists as well as for professional economists. All articles are commissioned from leading professional economists and are subject to peer review prior to publication. The review appears twice a year. The journal is distributed free of charge to the members of the Nordic economic associations. The easiest way to subscribe to the NEPR is therefore to become a member of one of these associations, i.e.: Denmark: Nationaløkonomisk Forening Finland: Taloustieteellinen Yhdistys Norway: Samfunnsøkonomene Sweden: Nationalekonomiska Föreningen. For institutional subscriptions, please contact [email protected] Content: Economics of education: Policies and effects - Anders Björklund and Peter Fredriksson Long-term effects of early childhood care and education - Christopher Ruhm and Jane Waldfogel Comment by Tarjei Havnes Recruiting, retaining, and creating quality teachers - C. Kirabo Jackson Comment by Torberg Falch On the margin of success? Effects of expanding higher education for marginal students - Björn Öckert Comment by Torbjørn Hægeland Gender differences in education - Tuomas Pekkarinen Comment by Anna Sjögren Educating children of immigrants: Closing the gap in Norwegian schools - Bernt Bratsberg, Oddbjørn Raaum and Knut Røed Comment by Lena Nekby The effects of education on health and mortality - Bhashkar Mazumder Comment by Kjell G. Salvanes

English

.

Educating children of immigrants: Closing the gap in Norwegian schools

Children of immigrant parents constitute a growing share of school cohorts in many OECD countries, and their educational performance is vital for long-term integration. We examine educational outcomes of first and second generation non-OECD immigrants in Norway. Children of immigrants, and particularly those born outside Norway, are much more likely to leave school early than native children. Importantly, this gap shrunk sharply over the past two decades and second generation immigrants are now approaching the educational performance of natives. For childhood immigrants, upper secondary completion rates decline with age at arrival, with a steep gradient after age seven. Finally, we find that immigrantnative attainment gaps disappear when we condition on grade points from compulsory school.

English

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error