The number of asylum seekers worldwide has reached its highest point in history. Over 120,000 refugees entered the U.S. including large numbers of children and there is uncertainty about how this inflow will affect native children’s schooling outcomes. To fill this gap in the literature, this paper studies how the largest inflow of refugees in U.S. history –Indochinese refugees at the end of the Vietnam War – affected U.S. children by examining whether native children’s academic achievement was lower in ZIP Codes with higher shares of refugees using the National Education Longitudinal Study (NELS88), the National Assessment of Educational Progress, and U.S. Census data. Preliminary results suggest that, on average, there is no effect on native’s academic achievement, there is a small increase in the likelihood of graduating from high school, and there is a small reduction in the likelihood of obtaining an associate degree. Moreover, the effects are stronger for native students in disadvantaged conditions.

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