@TechReport{iza:izadps:dp9307,
            	author={Hull, Marie C.},
            	title={The Academic Progress of Hispanic Immigrants},
            	year={2015},
	month={Aug},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={9307},
            	url={https://www.iza.org/publications/dp9307},
	abstract={Past research has shown that Hispanic students make test score gains relative to whites as they age through school; however, this finding stands in contrast to the experience of blacks, who show little change in their relative position over the same time frame. Distinguishing Hispanic students by immigrant generation, I find that the children of immigrants (first- and second-generation Hispanics) drive the improvement in Hispanic test scores.
Later-generation Hispanics consistently perform slightly below whites, perhaps due to negative selection into ethnic identification. Thus, previous estimates vastly understate the progress of first- and second-generation Hispanic immigrants. From a negative gap in 3rd grade, these students surpass socioeconomically similar whites in math and reading by middle school and end 8th grade as much as a quarter of a standard deviation ahead. Assimilation alone cannot explain this progress; a potential explanation is that immigrant parents create a home environment that fosters achievement.},
	keywords={human capital;achievement gap;Hispanic immigrants},
            }