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ETHNICITY AND EDUCATIONAL ACHIEVEMENT IN COMPULSORY SCHOOLING

Christian Dustmann, Stephen Machin and Uta Schönberg
The Economic Journal
Vol. 120, No. 546, FEATURES (AUGUST 2010), pp. F272-F297
Published by: Wiley on behalf of the Royal Economic Society
Stable URL: http://www.jstor.org/stable/40784483
Page Count: 26
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
ETHNICITY AND EDUCATIONAL ACHIEVEMENT IN COMPULSORY SCHOOLING
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Abstract

This article documents that at the start of school, pupils from most ethnic groups substantially lag behind White British pupils. However, these gaps decline for all groups throughout compulsory schooling. Language is the single most important factor why ethnic minority pupils improve relative to White British pupils. Poverty, in contrast, does not contribute to the catch-up. Our results also suggest the possibility that the greater than average progress of ethnic minority pupils in schools with more poor pupils may partly be related to teacher incentives to concentrate attention on particular pupils, generated by the publication of school league tables.

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