A negative correlation between schools’ migrant share and students’ educational outcomes has been described in multiple contexts, including Spain. In this article, we concentrate on testing the implications of one of the main mechanisms explaining this relationship, which pays attention to the share of migrants who are not proficient in the language of instruction. Spain represents an interesting case due to the significant presence of migrants born in Latin American countries, who are Spanish native speakers. By exploiting the different shares of Spanish-speaking and non-Spanish-speaking migrants across schools in Spain, we are able to test whether the share of non-Spanish native speakers (rather than the share of migrant students) affects students’ test scores in math. Our results show that the concentration of non–Latin American migrant students is significantly and negatively associated with students’ math test scores, although the effect is very small.

在包括西班牙在内的多种情况下，都描述了学校的流动人口份额与学生的教育成果之间的负相关关系。在本文中，我们集中于测试解释这种关系的主要机制之一的含义，该机制关注那些不熟练教学语言的移民所占的比例。西班牙是一个有趣的案例，原因是拉丁美洲国家出生的移民大量居住，他们讲西班牙语。通过在西班牙各学校中利用讲西班牙语和不讲西班牙语的移民的不同份额，我们能够测试非讲西班牙语的份额（而不是移民学生的份额）是否影响学生的英语考试成绩。数学。