ERIC Number: EJ1132686
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0964-5292
EISSN: N/A
A Comparison of Financial Literacy between Native and Immigrant School Students
Education Economics, v25 n3 p304-322 2017
This paper investigates the gap in Financial Literacy (FL) between native and immigrant 15-year-old school students using data from the 2012 PISA Financial Literacy Assessment. The size of the gap is about 0.15 standard deviations, going up to 0.3 for first-generation immigrants. This is partly because immigrants have poorer economic background, parents that work in lower-skilled jobs, do not speak the test language at home and are placed in later student cohorts. Controlling for this via OLS or matching reduces the unexplained gap, but it still remains significant and displays considerable country-level heterogeneity. It ceases to be significant when the Math score is partialled out.
Descriptors: Money Management, Knowledge Level, Secondary School Students, Unskilled Workers, Second Language Learning, Family Income, Mathematics Tests, Scores, Achievement Tests, Foreign Countries, International Assessment, Tests, Regression (Statistics), Cross Cultural Studies, Least Squares Statistics, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A