David Kiss
Are immigrants and girls graded worse? Results of a matching approach
RWI – Leibniz Institute for Economic Research
using progress international reading literacy study 2001 programme international student assessment 2003 data germany paper examines whether secondgeneration immigrants girls graded worse math comparable natives boys respectively gradingrelevant characteristics namely math skills oral participation accounted pupils obtain school grades results matching approach class fixed effects regressions suggest secondgeneration immigrants grade disadvantages primary education could bias secondary school track choice regarding secondary school immigrants affected grade discrimination girls enrolled uppersecondary school systematically graded better