Dynamics of Educational Progression: Comparing Native Danes and Children of Immigrants

Bjorg Colding, Institute of Local Government Studies - Denmark

The share of ethnic minorities in Denmark has increased rapidly over the past decade from 4.1 % of the total population to 7.1 %. A concern voiced is that many immigrants arrive from less developed countries with low levels of human capital and that their children for this reason and due to inadequate Danish language skills perform poorly in the educational system. Using two comprehensive panel data sets drawn from administrative registers in Denmark, the paper compares the progression through the educational system from age 15 to 20 of the two largest ethnic minority groups (Pakistanis and Turks) to that of native Danes. Descriptive analyses show that these groups behave very differently. Results from a dynamic discrete statistical model analyzing the importance of family background characteristics for the observed differences are discussed. The model controls for unobserved heterogeneity.