Ricerc@Sapienza

Education policies can work as integration policies for children with immigrant origins.
The literature on that matter is rich for settlement countries and for the European
countries that have a long tradition of immigration. The lack in the availability of data
in many EU has made dicult to carry out comparative analysis of the integration
process in those countries, particularly for the second-generation. This work lls this
gap, analysing the role of the socio-economic background in the educational outcome of
immigrants. Furthermore, we demonstrate how the eect is more or less pronounced due
to dierent integration and education systems adopted by each country. We concentrate
on second-generation adolescents and compare their performances with that of native
and that of rst-generation students. The results, show a less pronounced impact of
the socio-economic background on the immigrant adolescents' school performance in
those countries where the integration policies concern disadvantaged children since an
early age.