Ethnicity, schooling, and merit in the Netherlands

摘要: We examine to what extent ethnicity affects academic ability measured in the first year of secondary school and type Netherlands. focus on second-generation immigrants. The empirical results indicate that (both mathematics language) is not affected by ethnicity, independent parents’ occupation, education, resources. On a bivariate level, children Turkish Moroccan immigrants Netherlands are found relatively often lower tracks school. This relationship fully driven social class merit, operationalized as including effort. Moreover, Turkish, Surinamese Antillean migrants are, relative Dutch from similar backgrounds more higher However, given very skewed distribution educational attainment immigrants, it questionable whether ‘class versus models’ can accurately compare achievements native immigrant