Replication data for: Cracks in the Melting Pot: Immigration, School Choice, and Segregation

Principal Investigator(s): View help for Principal Investigator(s) Elizabeth U. Cascio; Ethan G. Lewis

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Project Citation:

Cascio, Elizabeth U., and Lewis, Ethan G. Replication data for: Cracks in the Melting Pot: Immigration, School Choice, and Segregation. Nashville, TN: American Economic Association [publisher], 2012. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-13. https://doi.org/10.3886/E114796V1

Project Description

Summary: We examine whether low-skilled immigration to the United States has contributed to immigrants' residential isolation by reducing native demand for public schools. We address endogeneity in school demographics using established Mexican settlement patterns in California and use a comparison group to account for immigration's broader effects. We estimate that between 1970 and 2000, the average California school district lost more than 14 non-Hispanic households with children to other districts in its metropolitan area for every 10 additional households enrolling low-English Hispanics in its public schools. By disproportionately isolating children, the native reaction to immigration may have longer-run consequences than previously thought. (JEL H75, I21, J15, J24, J61, R23)

Scope of Project

JEL Classification:
      H75 State and Local Government: Health; Education; Welfare; Public Pensions
      I21 Analysis of Education
      J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
      J24 Human Capital; Skills; Occupational Choice; Labor Productivity
      J61 Geographic Labor Mobility; Immigrant Workers
      R23 Urban, Rural, Regional, Real Estate, and Transportation Economics: Regional Migration; Regional Labor Markets; Population; Neighborhood Characteristics

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Published Versions

V1 [2019-10-13]

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