良好的开端——语言学习课程与难民儿童的教育成功
Starting off on the Right Foot—Language Learning Classes and the Educational Success of Refugee Children
The Economic Journal · 2025 · [{"name": "Pia Schilling", "affiliation": ["University of Konstanz"]}, {"name": "Lisa Sofie Höckel", "affiliation": ["RWI – Leibniz Institute for Economic Research"]}]
中文摘要
摘要 我们研究单独设置的预备性语言学习班相对于将移民儿童直接融入普通课堂，对德国小学学龄移民儿童学业成果的影响。利用行政面板数据，并借助难民儿童被分配至不同社区（进而分配至不同学校）这一特异性安排，以及预备班随时间逐步推行的过程，我们发现，参加预备班的小学学龄难民儿童在五年级标准化测试中表现显著更差，且升入学术型中学轨道的可能性略低。尽管我们的研究仅限于短期结果，但结果表明，预备班可能通过将移民同辈聚集在一起而阻碍早期学业融入，凸显了有必要考虑互补性方法以缩小成绩差距。
Abstract
Abstract We study the effect of separate preparatory language learning classes on the academic outcomes of primary school-aged immigrant children in Germany compared to their direct integration into regular classrooms. Using administrative panel data and leveraging idiosyncratic assignment of refugee children to neighbourhoods, and, consequently, schools, as well as preparatory class roll out over time, we find that primary school-aged refugees attending a preparatory class perform significantly worse on fifth-grade standardised tests and are slightly less likely to pursue an academic secondary track. While limited to short-term outcomes, our results indicate that preparatory classes could impede early academic integration by clustering migrant peers, highlighting the need to consider complementary approaches to reduce achievement disparities.