{"id":5571,"date":"2024-12-10T12:11:55","date_gmt":"2024-12-10T11:11:55","guid":{"rendered":"https:\/\/www.rivistaeco.com\/?p=5571"},"modified":"2024-12-10T12:11:55","modified_gmt":"2024-12-10T11:11:55","slug":"integration-begins-at-school","status":"publish","type":"post","link":"https:\/\/www.rivistaeco.com\/en\/2024\/12\/10\/integration-begins-at-school\/","title":{"rendered":"Integration Begins at School"},"content":{"rendered":"

The integration of immigrant children into the school system requires effective policies to enhance their academic performance and promote their future social and workforce inclusion. Enrollment in daycare and preschool is crucial (though currently insufficient). Equally important are the formation of heterogeneous classes and access to citizenship, as demonstrated by the German example.<\/span><\/i><\/p>\n

In the summer of 2024, discussions around the so-called <\/span>ius scholae<\/span><\/i> resurfaced\u2014a proposal linking the acquisition of Italian citizenship to the completion of one or more educational cycles in the country (previously discussed in the September issue of <\/span>Eco<\/span><\/i>). Over the past few years, schools have become the primary meeting place for students from diverse backgrounds, serving as both a potential channel for integration and a laboratory for citizenship.<\/span><\/p>\n

The Numbers on Foreign Students in Italy<\/b><\/h3>\n

What do we know about the school integration of foreign children in Italy?<\/span><\/p>\n

Foreign students\u2014those without Italian citizenship\u2014number just over 900,000 (914,860) according to the most recent data from the Ministry of Education for the 2022\u20132023 school year. This represents 11.2% of Italy’s total student population (8.5 million). The percentage of foreign students has steadily increased since the mid-1980s, with particularly sharp growth starting in the mid-1990s.<\/span><\/p>\n

The chart below illustrates the trend in the number of foreign students in Italian schools over the past decade, distinguishing between first-generation immigrants (born abroad) and second-generation immigrants (born in Italy to foreign parents). In recent years, the number of second-generation students has grown significantly. In the 2022\u20132023 school year, second-generation students made up 66% of the total number of foreign students. However, under current laws, these children\u2014despite being born in Italy\u2014can only obtain citizenship upon turning 18, provided they have \u201clegally and uninterruptedly\u201d resided in Italy until that time.<\/span><\/p>\n

How Many Foreign Students Are in Italian Schools?<\/b><\/h4>\n
\"\"
Note: “v.a.” corresponds to absolute value. Source: Authors\u2019 analysis based on Ministry of Education data.<\/figcaption><\/figure>\n

Gaps to Close<\/b><\/h3>\n

Are foreign students successfully integrated into the Italian school system? And how do their academic outcomes compare to those of their Italian peers? Data from the Ministry of Education and INVALSI reveal significant disparities in performance, emphasizing the urgent need for policies to improve integration and educational success among these students.<\/span><\/p>\n

For instance, the chart below, based on 2022\u20132023 data, highlights substantial gaps in INVALSI test scores for Italian and mathematics at all education levels. In Italian, first-generation foreign students scored over 15% lower than Italian students in primary school, with an even larger gap in middle school. This result is unsurprising, as many first-generation students arrive in Italy with limited language skills and disrupted educational backgrounds. More concerning, however, is the performance gap for second-generation students, who completed their entire education in Italy. Their Italian scores are still 10% lower than those of their native peers.<\/span><\/p>\n

The Gap Between Italian and Foreign Students in Italian and Mathematics<\/b><\/h4>\n
\"\"
Source: Authors\u2019 analysis based on INVALSI data for the 2022\u20132023 school year.<\/figcaption><\/figure>\n

In mathematics, where language proficiency plays a smaller role, performance gaps are less pronounced at all educational levels for both first- and second-generation students.<\/span><\/p>\n

The underperformance of immigrant students cannot be attributed solely to language barriers. Socioeconomic disadvantage, one of the main obstacles to school integration, also plays a critical role. The Eighth Annual Report of the Migration Observatory notes that immigrants in Italy are less likely to be employed, are concentrated in low-skilled jobs, and have lower educational levels than native-born individuals.<\/span><\/p>\n

The chart below demonstrates that when foreign and Italian students with similar socioeconomic backgrounds (measured by the ESCS\u2014Economic, Social, and Cultural Status index) are compared, performance gaps narrow significantly at all education levels. However, socioeconomic disadvantage does not entirely explain these differences.<\/span><\/p>\n

At the upper secondary school level, the reduction in gaps is partly due to the high dropout rates among the most disadvantaged immigrant students, leading to a selection effect: only the best-performing foreign students remain to take the final-year tests. This is evident as, after adjusting for socioeconomic factors, the gap for second-generation students becomes nearly zero in the second year and even positive in the fifth year of upper secondary school.<\/span><\/p>\n

How Many Immigrant Students Attend High School?<\/b><\/h4>\n
\"\"
Source: Authors\u2019 analysis based on Ministry of Education data for 2022\u20132023.<\/figcaption><\/figure>\n

 <\/p>\n

Different Educational Choices Are Not Solely Linked to Lower Academic Outcomes<\/b><\/h3>\n

Foreign students are more likely to enroll in technical or vocational schools than in academic programs, even when their performance in middle school (grades and standardized test scores) is equivalent to that of their Italian peers. This pattern arises from two key factors: teacher recommendations influenced by stereotypes and foreign families’ limited knowledge of the Italian school system and career prospects associated with different educational tracks.<\/span><\/p>\n

The combination of high dropout rates and the frequent choice of vocational pathways significantly lowers the likelihood of foreign students obtaining a university degree. According to the latest Almalaurea data, only 2% of foreign students graduate from university, further limiting their access to highly skilled job opportunities.<\/span><\/p>\n

Early Education Enrollment Is Crucial for Inclusion<\/b><\/h3>\n

Effective integration policies should start with early childhood education. Enrolling immigrant children in daycare or preschool is essential for their linguistic and social development and has long-term benefits for school performance. These effects are particularly pronounced for children from families with low education levels or those who speak languages very different from Italian. Studies show that attending daycare improves academic outcomes, reduces dropout rates, and increases access to advanced educational tracks, yielding positive labor market outcomes.<\/span><\/p>\n

However, access to early childhood services remains unequal. Migrant families often face economic, bureaucratic, and informational barriers. Currently, only 75% of non-Italian children aged 3\u20135 attend preschool, compared to 94% of their Italian peers. For daycare, the disparity is even more significant: fewer than 7% of foreign children under three are enrolled, compared to about 30% of Italian children.<\/span><\/p>\n

The Role of Class Composition<\/b><\/h3>\n

Class composition is another crucial factor in educational outcomes. Research we conducted with Luca Corazzini reveals that foreign students\u2019 performance deteriorates when placed in classes with a high concentration of low-achieving peers. Conversely, heterogeneous classrooms encourage integration and academic success.<\/span><\/p>\n

While some political debates have proposed limiting the percentage of foreign students per class, empirical studies do not support the notion that their presence harms Italian students. Instead of imposing rigid quotas, policies should focus on reducing school and residential segregation.<\/span><\/p>\n

Language Proficiency for Newcomers<\/b><\/h3>\n

Language acquisition is a cornerstone of successful integration. While some advocate for dedicated preparatory classes for newcomers, others argue for immediate integration into regular classrooms. Studies indicate that preparatory classes focusing solely on language do not yield better outcomes than regular class integration.<\/span><\/p>\n

In Italy, Law No. 106 of July 29, 2024, introduced measures to assign dedicated teachers to classes where at least 20% of students lack adequate language skills. While this is a positive step, such measures must be expanded to all schools to ensure consistency and inclusiveness.<\/span><\/p>\n

The German Example<\/b><\/h3>\n

Germany\u2019s 2000 introduction of <\/span>ius soli<\/span><\/i> (automatic citizenship for children born in Germany to foreign parents residing legally for at least eight years) has demonstrated the transformative potential of citizenship. The reform boosted kindergarten attendance, improved language proficiency, and increased academic success among children born to foreign parents. This model offers valuable lessons for Italy.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

The integration of immigrant children into the school system requires effective policies to enhance their academic performance and promote their future social and workforce inclusion. 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