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@techreport{LaborHubDP5,
 title = "Integrated vs. Separated Schooling for Refugee Children: Long-Term Effects on Education and Assimilation",
 author = "Pavese, Caterina and Meulen, Simon ter and Woessmann, Ludger",
 institution = "Cornell University ILR School",
 type = "Discussion Paper",
 series = "Labor Hub Discussion Paper Series",
 number = "5",
 year = "2026",
 month = "October",
 URL = "https://laborhub.ilr.cornell.edu/publications/7/",
 abstract = {Does direct integration into native schools or temporary placement in separate schools better promote the education and cultural assimilation of refugee children? In the Netherlands, primary-school-aged refugee children are placed in either integrated or separated schools depending on their randomly assigned municipality. By contrast, all secondary-school-aged arrivals are initially separated. We exploit this institutional setting in two-way fixed-effects models with age-at-arrival and municipality fixed effects. Using rich administrative data, we find that integrated schooling reduces educational attainment at age 18, particularly for children of lower-educated parents. At the same time, integrated schooling increases cultural assimilation, measured by hormonal-contraceptive usage among teenage women, particularly for children from non-Muslim-majority countries. A distinctive feature of separated schooling that may account for its positive educational effect is that it allows employing teachers specialized in native-language teaching for non-native speakers.},
}