摘要：This study seeks to contribute to the knowledge of the processes of educational integration of immigrant adolescents and children of immigrants in Argentina. The general objective is to examine to what extent the migratory origin of the students has a net impact in the levels of learning, independently of other socioeconomic, familiar, educational and institutional features that are associated with the levels of performance. It also seeks to explore and compare the processes of educational integration of students of the so-called first and second-generation of immigrants. Based on a statistical analysis of data from Argentina Aprender 2017 evaluation, the study first shows the relevance of the origin, the socioeconomic factors and the location jurisdiction of the schools in the scores obtained. It also suggests an educational advantage for the second generation in relation to foreign students. The multivariate analysis shows that the disadvantage of immigrants is strongly mitigated when controls are adding. The results call attention to the relevance of institutional aspects and the heterogeneity of foreign students for studies on educational integration.
