This AMCIS Working Paper examines the effect of the ethnic school composition on school performances in secondary education for Turkish students, using both cross-national PISA 2009 and Swiss national PISA 2009 data.
The authors, Gert-Jan M. Veerman and Jaap Dronkers, argue how social capital theory beside other theories can explain a part of the ethnic composition effect.
They employ three indicators of the ethnic composition of a school:
Their results show no effect of the proportion of natives on math performances.
Furthermore, they show a negative association between ethnic diversity and math performances.
Nevertheless, they find a positive association between ethnic diversity and reading performances in The Netherlands. Children of Turkish decent have higher math performances if they are in an educational system with a larger community of co-ethnics and if they are in an educational system with native students with average higher school performances.
Finally they find no association between an early comprehensive labor agreement and math performances.