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Public schools across the United States are educating an increasingnumberanddiversityofimmigrantstudents. Unfortunately, little is known about their performance relative to native-born students and the extent to which the "nativity gap" might be explained by school and de- mographic characteristics. This article takes a step to- ward filling that void using data from New York City where 17 percent of elementary and middle school stu- dents are immigrants. We explore disparities in perfor- mance between foreign-born and native-born students on reading and math tests in three ways—using lev- els (unadjusted scores), "value-added" scores (adjusted for prior performance), and an education production function. While unadjusted levels and value-added mea- suresoftenindicatesuperiorperformanceamongimmi- grants, disparities are substantially explained by student and school characteristics. Further, while the nativity gap differs for students from different world regions, disparities are considerably diminished in fully speci- fied models. We conclude with implications for urban schools in the United States.

Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students