Educational spillovers of refugee integration: Evidence from language support and ability sorting in Switzerland

We exploit the 1990-2000 inflow of Yugoslav refugees to Geneva to examine two understudied yet policy-relevant integration mechanisms for refugee pupils: language support classes, provided prior to integration into regular classes, and sorting based on academic ability within regular classes. We find that a higher share of refugees in language support classes is associated with a lower probability of grade repetition for lowerachieving immigrant pupils of the same grade and school, but a higher probability for native pupils. Additionally, we find that grouping refugees with incumbents of similar academic ability improves the educational performance of higher-achieving incumbents and lower-achieving immigrants, while negatively affecting lower-achieving natives. Our findings offer novel insights into the trade-offs of refugee integration policies, emphasizing the need to balance support for refugee pupils with minimizing potential adverse effects on incumbent pupils.