@TechReport{iza:izadps:dp18979,
            	author={Pavese, Caterina and Meulen, Simon ter and Woessmann, Ludger},
            	title={Integrated vs. Separated Schooling for Refugee Children: Long-Term Effects on Education and Assimilation},
            	year={2026},
	month={Sep},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={18979},
            	url={https://www.iza.org/publications/dp18979},
	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.},
	keywords={refugee children;schools;integration;educational attainment;contraceptives},
            }