Educational Spillover Effects of Newly Arrived Migrant Students in Germany (NAMS)
Project Description
The debate about inclusion of newly arrived migrant children in schools primarily revolves around two questions: how successfully, and under what conditions are newly arrived children integrated into the German school system, and what implications does their inclusion have for existing students in mainstream classes? While the first question has been widely examined in prior research, the effects of integrating newly arrived migrant children on existing students are to date largely unresolved, which yields divergent interpretations about the broader impact of migration.
Previous studies examining the role of classroom composition and diversity in the German context have not distinguished between children with a migration background—many of whom were born in Germany and have completed all or a substantial part of their schooling there—and newly arrived migrant children, who have lived in Germany for only a few years. However, the influence of these two groups on classroom processes and on their classmates’ learning outcomes may differ significantly.
This project therefore aims to investigate how the inclusion of newly arrived migrant children in mainstream classes is associated with the academic outcomes of existing students in Germany. The analyses are based on data from large-scale educational monitoring studies conducted in Germany.
Research team
Principal Investigator:
Co-operation partners:
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Funding
German Research Foundation (DFG)
Laufzeit
august 2026 - august 2028
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