Asian Segregation and Scholastic Achievement: Evidence from Primary Schools in New York City

62 Pages Posted: 20 Aug 2018

See all articles by Rocco D'Este

Rocco D'Este

University of Sussex

Elias Einiö

London School of Economics & Political Science (LSE)

Abstract

This paper examines the effects of Asian segregation on students' academic performance in New York City primary schools. We use exogenous variation in the share of Asian students across cohorts and schools stemming from a fertility shock among Asian population in the Chinese year of the Dragon. A one-percentage-point increase in Asian student share reduces non-Asian math and ELA scores by 0.03 and 0.05 standard deviations. The effects are largest among black and Hispanic students. We find little evidence of effects among white students. The findings suggest that desegregation policies may generate net benefits in terms of student achievement.

Keywords: primary education, Chinese Dragon year, ethnicity, student achievement, public schools, student composition, test score, Asian students, race, segregation

JEL Classification: I20, I29, J15

Suggested Citation

D'Este, Rocco and Einiö, Elias, Asian Segregation and Scholastic Achievement: Evidence from Primary Schools in New York City. IZA Discussion Paper No. 11682. Available at SSRN: https://ssrn.com/abstract=3234205

Rocco D'Este (Contact Author)

University of Sussex

Sussex House
Falmer
Brighton, BNI 9RH
United Kingdom

Elias Einiö

London School of Economics & Political Science (LSE) ( email )

Houghton Street
London, WC2A 2AE
United Kingdom

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