Editing Immigration (section)

== Education ==
A 2016 study found that immigration in the period 1940–2010 in the United States increased the high school completion of natives: "An increase of one percentage point in the share of immigrants in the population aged 11–64 increases the probability that natives aged 11–17 eventually complete 12 years of schooling by 0.3 percentage point."<ref name="Hunt2017">{{Cite journal | last1 = Hunt | first1 = Jennifer|date=2 September 2016|title=The Impact of Immigration on the Educational Attainment of Natives|url=http://jhr.uwpress.org/content/early/2016/08/31/jhr.52.4.0115-6913R1|journal=Journal of Human Resources|language=en|pages=0115–6913R1|doi=10.3368/jhr.52.4.0115-6913R1|issn=0022-166X|volume=52|issue=4|hdl=10419/67241|url-access=subscription}}</ref> A 2019 NBER paper found little evidence that exposure to foreign-born students had an effect on US-born students.<ref>{{Cite report |last1=Fletcher|first1=Jason|last2=Kim|first2=Jinho|last3=Nobles|first3=Jenna|last4=Ross|first4=Stephen|last5=Shaorshadze|first5=Irina|date=2019|title=The Effects of Foreign-Born Peers in US High Schools and Middle Schools |website=National Bureau of Economic Research |doi=10.3386/w26491 |doi-access=free |s2cid=213323363}}</ref>

Studies have found that non-native speakers of English in the UK have no causal effect on the performance of other pupils,<ref name="GeayMcNally2013">{{Cite journal|title = Non-native Speakers of English in the Classroom: What Are the Effects on Pupil Performance?|journal = The Economic Journal|date = 1 August 2013|issn = 1468-0297|pages = F281–F307|volume = 123|issue = 570|doi = 10.1111/ecoj.12054|first1 = Charlotte|last1 = Geay|first2 = Sandra|last2 = McNally|first3 = Shqiponja|last3 = Telhaj|s2cid = 14306752|url = http://cee.lse.ac.uk/ceedps/ceedp137.pdf|access-date = 23 July 2019|archive-date = 17 October 2019|archive-url = https://web.archive.org/web/20191017194205/http://cee.lse.ac.uk/ceedps/ceedp137.pdf}}</ref> immigrant children have no significant effect on the test scores of Dutch children,<ref name="OhinataVan Ours2013">{{Cite journal|title = How Immigrant Children Affect the Academic Achievement of Native Dutch Children |journal = The Economic Journal|date = 1 August 2013|issn = 1468-0297|pages = F308–F331|volume = 123|issue = 570|doi = 10.1111/ecoj.12052|language = en | first1 =  Asako | last1 =  Ohinata|first2 = Jan C.|last2 = van Ours|s2cid = 29570106|url = http://www.norface-migration.org/publ_uploads/NDP_12_12.pdf}}</ref> no effect on grade repetition among native students exposed to migrant students in Austrian schools,<ref name="Schneeweis2015">{{Cite journal|title = Immigrant concentration in schools: Consequences for native and migrant students |journal = Labour Economics|date = 1 August 2015|pages = 63–76|volume = 35|doi = 10.1016/j.labeco.2015.03.004 | first1 =  Nicole | last1 =  Schneeweis|hdl = 10419/115095|s2cid = 74494602|url = http://www.econ.jku.at/papers/2013/wp1303.pdf|hdl-access = free}}</ref> that the presence of Latin American children in schools had no significant negative effects on peers, but that students with limited English skills had slight negative effects on peers,<ref>{{cite journal |last1=Diette |first1=Timothy M.  |last2=Uwaifo Oyelere |first2=Ruth|title=Gender and Racial Differences in Peer Effects of Limited English Students: A Story of Language or Ethnicity?|journal=IZA Discussion Papers |date=January 2016 |issue=9661|url=http://www.iza.org/en/webcontent/publications/papers/viewAbstract?dp_id=9661 |access-date= 21 January 2016|language=en }}</ref> and that the influx of Haitians to Florida public schools after the [[2010 Haiti earthquake]] had no effects on the educational outcomes of incumbent students.<ref>{{Cite journal|title=Unwelcome Guests? The Effects of Refugees on the Educational Outcomes of Incumbent Students|journal = Journal of Labor Economics|volume = 37|issue = 4|pages = 1061–1096|date=2019|doi=10.1086/703116|last1 = Figlio|first1 = David|last2 = Özek|first2 = Umut|s2cid = 158575753|url = http://www.nber.org/papers/w23661.pdf}}</ref>

A 2018 study found that the "presence of immigrant students who have been in the country for some time is found to have no effect on natives. However, a small negative effect of recent immigrants on natives' language scores is reported."<ref name="Bossavie2018">{{Cite journal | last1 = Bossavie | first1 = Laurent|date=5 September 2018|title=The Effect of Immigration on Natives' School Performance: Does Length of Stay in the Host Country Matter?|url=http://jhr.uwpress.org/content/early/2018/09/04/jhr.55.3.1017-9151R2|journal=Journal of Human Resources|language=en|pages=1017–9151R2|doi=10.3368/jhr.55.3.1017-9151R2| s2cid = 159010723|issn=0022-166X|url-access=subscription}}</ref> Another 2018 study found that the presence of immigrant students to Italy was associated with "small negative average effects on maths test scores that are larger for low ability native students, strongly non-linear and only observable in classes with a high (top 20%) immigrant concentration. These outcomes are driven by classes with a high average linguistic distance between immigrants and natives, with no apparent additional role played by ethnic diversity."<ref>{{Cite journal|date=25 December 2018|title=The effect of immigrant peers in vocational schools#|url=http://dagliano.unimi.it/wp-content/uploads/2019/05/WP2017_430.pdf|journal=European Economic Review|volume=113|pages=1–22|language=en|doi=10.1016/j.euroecorev.2018.12.005|issn=0014-2921|last1=Frattini|first1=Tommaso|last2=Meschi|first2=Elena|hdl=2434/608118|s2cid=85504429}}</ref>

After immigrant children's scores were included in [[Programme for International Student Assessment]] (PISA) 15-year-old school pupils' educational evaluations in Sweden the Swedish PISA scores significantly decreased.<ref>{{Cite web|url=https://www.expressen.se/nyheter/qs/sveriges-pisa-framgang-bygger-pa-falska-siffror/|title=Sveriges PISA-framgång bygger på falska siffror|date=2 June 2020 }}</ref>