The Effects of Foreign-Born Peers in US High Schools and Middle Schools

Abstract

This study examines the short-term and long-term impact of being educated with immigrant peers. We leverage a quasi-experimental design using across-grade, within-school variation in cohort/grade composition for students in the National Longitudinal Study of Adolescent Health. We find positive effects for foreign-born students compared with native-born students from increasing exposure to other foreign-born students, including on risky health behaviors, social isolation, mental health, and academic effort. While we find negative effects on language and educational attainment, these differences do not translate into worse socioeconomic status in adulthood. Finally, we present evidence suggesting that these differential effects stem from highly segregated, school friendship networks.