自1997年香港回归以来，香港积极的教育融合政策带动了大陆移民子女进入香港规模的扩大。研究利用香港PISA2006年和2009年混合截面数据，对香港移民学生对本地学生学业成就的影响进行了探讨和分析。研究选取工具变量组合并运用两阶段GMM方法进行估计，发现外来移民同伴对香港本地学生的学业成就具有显著的促进作用。其中第二代移民在常规年级（10年级）的同伴效应更为明显，而在低年级第一代移民同伴对本地学生的作用更为突出。此外，低能力的本地学生更容易受到的移民同伴的积极影响，而高能力的本地学生也同样能受到第二代移民同伴的影响。最后，研究进一步发现随着移民学生在港时间的增加，同伴效应有利于促进本地学生和移民学生成绩上的收敛，间接地肯定了同伴效应对教育同化现象的促进过程。%Since the transfer of sovereignty of Hong Kong in 1997, HK government has implemented several supportive policies for educational integration, leading to decades of increase in children's immigration from mainland. Based on HK PISA 2006 and 2009, two-step GMM with instruments were used to identify the consistent and efficient immigrant peer effect in educational production function. Estimators show that the native could be positively affected if immigrants perform better. With regards to the heterogeneity, peer effect from first generation is much more obvious when data is strict to below modal grade (10th grade), whereas effect from the second generation is greater in modal grade. In addition, the native students distributed in low-ability level would be influenced the most. This study further demonstrates that with increasing years immigrant student living in Hong Kong, the peer effect leads to the convergence of academic achievements between immigrants and natives, confirming the educational assimilation process indirectly.
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