The Education of Immigrant Children: The Impact of Age at Arrival

Persistent Link:
http://hdl.handle.net/10150/219193
Title:
The Education of Immigrant Children: The Impact of Age at Arrival
Author:
González, Arturo
Affiliation:
University of Arizona, Mexican American Studies & Research Center
Issue Date:
1998
Rights:
The MASRC Working Paper Series © The Arizona Board of Regents
Collection Information:
The goal of the Mexican American Studies & Research Center's Working Paper Series is to disseminate recent research on the Mexican American experience. The Center welcomes papers from the social sciences, public policy fields, and the humanities. Areas of particular interest include economic and political participation of Mexican Americans, health, immigration, and education. The Mexican American Studies & Research Center assumes no responsibility for statements or opinions of contributors to its Working Paper Series.
Publisher:
University of Arizona, Mexican American Studies and Research Center
Abstract:
The family reunification provision in U.S. immigration laws allows foreign-born children of immigrants to enter the U.S. and attend American schools. The total number of school years completed by immigrant children, however, is affected by their age at arrival. Age at arrival also affects the percentage of schooling that is attained in the U.S. This implies that immigrants with more U.S. schooling will earn more than other immigrants, holding total education constant, as long as the returns to U.S. schooling are greater than the returns to foreign schooling. Using data from the 1980 and 1990 Census, I find a negative relationship between age at arrival and education for Mexican, European and Pacific Islander and other immigrants that arrive shortly after the start of the first grade. Mexican immigrants as a whole, however, lose tile greatest amount of education from delayed entry. Estimates of the returns to American schooling indicate that those with at least a high school diploma benefit from additional years in U.S. schools. However, the added tax revenue from the increased earnings is not always greater than the cost of additional years of American schooling. Only for Mexican immigrants is it the case that the tax revenues outweigh the fiscal costs of more American education.
Keywords:
Immigrant children -- Education -- United States
Identifiers:
0732-7749; http://hdl.handle.net/10150/219193; 657110453
Series/Report no.:
MASRC Working Paper Series; 26
Additional Links:
http://mas.arizona.edu/node/658

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe Education of Immigrant Children: The Impact of Age at Arrivalen_US
dc.contributor.authorGonzález, Arturoen_US
dc.contributor.departmentUniversity of Arizona, Mexican American Studies & Research Centeren_US
dc.date.issued1998-
dc.rightsThe MASRC Working Paper Series © The Arizona Board of Regentsen_US
dc.description.collectioninformationThe goal of the Mexican American Studies & Research Center's Working Paper Series is to disseminate recent research on the Mexican American experience. The Center welcomes papers from the social sciences, public policy fields, and the humanities. Areas of particular interest include economic and political participation of Mexican Americans, health, immigration, and education. The Mexican American Studies & Research Center assumes no responsibility for statements or opinions of contributors to its Working Paper Series.en_US
dc.publisherUniversity of Arizona, Mexican American Studies and Research Centeren_US
dc.description.abstractThe family reunification provision in U.S. immigration laws allows foreign-born children of immigrants to enter the U.S. and attend American schools. The total number of school years completed by immigrant children, however, is affected by their age at arrival. Age at arrival also affects the percentage of schooling that is attained in the U.S. This implies that immigrants with more U.S. schooling will earn more than other immigrants, holding total education constant, as long as the returns to U.S. schooling are greater than the returns to foreign schooling. Using data from the 1980 and 1990 Census, I find a negative relationship between age at arrival and education for Mexican, European and Pacific Islander and other immigrants that arrive shortly after the start of the first grade. Mexican immigrants as a whole, however, lose tile greatest amount of education from delayed entry. Estimates of the returns to American schooling indicate that those with at least a high school diploma benefit from additional years in U.S. schools. However, the added tax revenue from the increased earnings is not always greater than the cost of additional years of American schooling. Only for Mexican immigrants is it the case that the tax revenues outweigh the fiscal costs of more American education.en_US
dc.subjectImmigrant children -- Education -- United Statesen_US
dc.identifier.issn0732-7749-
dc.identifier.urihttp://hdl.handle.net/10150/219193-
dc.identifier.oclc657110453-
dc.relation.ispartofseriesMASRC Working Paper Series; 26en_US
dc.relation.urlhttp://mas.arizona.edu/node/658en_US
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