Does isolation from immigrant students benefit or harm third-plus generation students?




immigrants, achievement, school context, immigration policy


Enforcing and expanding immigration restrictions have been at the forefront of the Trump administration’s agenda since his inauguration in January 2017. Underlying these policies is an assumption that immigrants harm U.S. citizens. More specifically, both authorized and undocumented immigrants are framed as consuming a disproportionate share of social benefits. We used data from the 2012 Programme for International Student Assessment (PISA) to assess this claim in U.S. high school contexts, focusing on the mathematics achievement of third-plus generation students who did not attend schools with immigrant students. On average, the third-plus-generation students who did not attend schools that enrolled first or second generation immigrant students had lower achievement than their same generation peers attending schools that served immigrant students. We conclude by highlighting the research and policy implications of our findings.



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Author Biographies

Margarita Pivovarova, Arizona State University

Margarita Pivovarova is an assistant professor in the Mary Lou Fulton teachers College at Arizona State University. She received her PhD in Economics from the University of Toronto, Canada. Her research  interests include teacher quality and teacher mobility, and factors that affect academic achievement in K-12 settings.

Jeanne M. Powers, Arizona State University

Jeanne M. Powers is an associate professor in the Mary Lou Fulton Teachers College, at Arizona State University. She received her PhD in Sociology from the University of California, San Diego.  Her research focuses on school segregation, school choice, school finance litigation, teacher labor markets, and the academic achievement of immigrant youth.  




How to Cite

Pivovarova, M., & Powers, J. M. (2019). Does isolation from immigrant students benefit or harm third-plus generation students?. Education Policy Analysis Archives, 27, 76.