Educational integration by the third generation? Placement and academic achievement of students with immigrant background in Germany

Abstract Studies show that minority students who were born abroad or whose parents are less successful in school than their majority peers. However, little is known on whether these disadvantages persist for the grandchildren of immigrants, i.e., third generation. Assimilation theories come to different predictions third-generation students’ educational integration. We investigate placement types and reading mathematics achievements Germany. Using data ninth graders ( N = 14,958) collected National Educational Panel Study enabled us precisely identify distinguish by ancestors’ countries birth. Our results reveal most did not differ success from peers, while first-generation some groups second-generation students, average, school. Overall, our findings line with classical new assimilation suggest integration mostly “completed” generation For groups, however, we do observe major trends predicted but patterns suggesting processes expected segmented theory.