Educational performance of native and immigrant children from various countries of origin (original) (raw)
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Large-scale Assessments in Education, 2013
This paper explores the extent to which educational system features of destination and origin countries can explain differences in immigrant children's educational achievement. Using data from the 2006 PISA survey, we performed cross-classified multilevel analysis on the science performance of 9.279 15-year-old immigrant children, originating from 35 different countries, living in 16 Western countries of destination. We take into account a number of educational system characteristics of the countries of destination and origin, in order to measure the importance of differentiation, standardization, and the availability of resources. Our results show that differences in educational achievement between immigrants cannot be fully attributed to individual characteristics. Educational system characteristics of countries of destination and origin are also meaningful. At the origin level, the length of compulsory education positively influences educational performance. This is especially the case for immigrant pupils who attended education in their countries of origin. Results show that at the destination level, teacher shortage negatively affects immigrant pupil's scientific performance. Moreover, immigrant children perform less in highly stratified systems than they do in moderately differentiated or comprehensive ones. Especially immigrant children with highly educated parents perform worse in highly stratified systems.
Using Program for International Student Assessment [PISA] 2006 data, we examine the science performance of 9.279 15-year-old children of immigrants, originating from 35 different countries, living in 16 Western countries of destination. Whereas former research has mainly paid attention to the influence of individual-level characteristics on the educational performance of immigrants, this study's focus is on macro-level characteristics. Using a cross-classified multilevel approach, we examine the impact of educational systems and political, economic, and religious features of both countries of origin and destination. The results show that at the destination level the degree of teacher shortage has a negative, and a longer history of migration has a positive, effect on science performance. Moreover, comprehensive educational systems have a positive influence on immigrant children's performance, but this is only the case for higher class children. At the origin level, the compulsory period of education has a positive effect on immigrants' science performance. Moreover, whereas immigrants from countries with an Eastern religious affiliation perform better than immigrants from Christian countries, immigrants from Islamic countries perform worse.
The Educational Performance of Children of Immigrants in Sixteen OECD Countries
2012
Using Program for International Student Assessment [PISA] 2006 data, we examine the science performance of 9.279 15-year-old children of immigrants, originating from 35 different countries, living in 16 Western countries of destination. Whereas former research has mainly paid attention to the influence of individual-level characteristics on the educational performance of immigrants, this study’s focus is on macro-level characteristics. Using a cross-classified multilevel approach, we examine the impact of educational systems and political, economic, and religious features of both countries of origin and destination. The results show that at the destination level the degree of teacher shortage has a negative, and a longer history of migration has a positive, effect on science performance. Moreover, comprehensive educational systems have a positive influence on immigrant children’s performance, but this is only the case for higher class children. At the origin level, the compulsor...
SSRN Electronic Journal, 2018
This paper documents the change in educational achievement differences between native and foreign background students between the ages of 10 and 15, as they progress from primary to secondary education. We examine three cohorts of students in a number of Western European and traditional English-speaking immigration countries using combinations of PIRLS, TIMSS and PISA survey data. While the performance of students with mixed parents is not markedly different from native students', foreign background children-both first-and second-generation-exhibit a large achievement gap at age 10 in continental Europe, even when accounting for observable differences in socioeconomic characteristics. The gap tends to narrow down by age 15 in reading, but no catching up is observed in mathematics. By contrast, we do not find significant differences between the academic achievements of immigrant children and their native-born peers in traditional immigration countries.
Educational Achievement of Second Generation Immigrants: An International Comparison
2011
This paper investigates the educational achievements of second generation immigrants in several OECD countries in a comparative perspective. We first show that the educational achievement (measured as test scores in PISA achievement tests) of children of immigrants is quite heterogeneous across countries, and strongly related to achievements of the parent generation. The disadvantage considerably reduces, and even disappears for some countries, once we condition on parental background characteristics. Second, we provide novel analysis of cross-country comparisons of test scores of children from the same country of origin, and compare (conditional) achievement scores in home and host countries. The focus is on Turkish immigrants, whom we observe in several destination countries. We investigate both mathematics and reading test scores, and show that the results vary according to the type of skills tested. For mathematics, in most countries and even if the test scores achievement of th...
The main research question of this paper is the combined estimation of the effects of educational systems, school-composition and track-level on the educational achievement of 15-years-old students. We specifically focus on the effects of socioeconomic and ethnic background on achievement scores and to what extent these effects are affected by characteristics of the school, track or educational system these students are in. In doing so, we examine the 'sorting' mechanisms of schools and tracks in highly stratified, moderately stratified and comprehensive education systems. We use data from the 2006 PISA (Programme for International Student Assessment) wave. Compared to previous research in this area the main contribution of this paper is that we explicitly include track-level and school-level as separate units of analyses, which leads to less biased results of the effects of characteristics of the educational system. The results highlight the importance of including track-level and school-level factors in the debate of educational inequality of opportunity for students in different education contexts. The findings clearly indicate that the effects of educational system characteristics are flawed if the analysis uses only a country and a student level and ignores the track-and school-level characteristics. Moreover the inclusion of the track-level is necessary to avoid overestimation of the school-composition effect, especially in stratified educational systems. From a policy perspective, the most important finding is that educational system are not uniformly 'good' or 'bad', but they have different consequences for different groups. Some groups are better off in comprehensive systems, while other groups are better off in moderately or highly stratified systems.
2008
This paper aims to study the determinants of the educational gap between children of immigrants and natives. In particular, by comparing the performances of the first and second generation of immigrants with natives we aim to verify if there is a specific effect related to the generation status. Thus we control our dataset for the most common determinants of school performance and verify (as residual) to what extent generation status exerts an independent effect on early school performance net of economic resources, cultural capital background, pupils’ aspirations and ethnic school segregation. We analyze and compare the cases of three countries, which mainly correspond to three different stages of immigration of developed European economies. On this respect our study is relevant for policymaking as our cases together fully represent the development of the immigration process and integration.
European Sociological Review, 2015
Prior research has identified a large number of factors that explain differences in scholastic achievement. However, analyses of the educational performance of students from immigrant families and possible changes in these performances over time remain quite scarce. The present article addresses this shortcoming by means of a multilevel analysis of 24 Western countries based on PISA data from 2000 to 2012. Since the relevance of individual explanatory factors and school characteristics has been repeatedly shown, we focus on structural effects at the level of national policies. Our results show that the disparities in educational success between native and immigrant youth declined between 2000 and 2012 in several countries under study, especially in Central Europe. Nevertheless, there still are marked and relatively stable differences between various types of immigrant societies (e.g. traditional immigration countries like Canada vs. Continental European Countries like Germany). Analysing macro-level factors we observe stability as well as change: On the one hand, the positive effect of the quality of the educational system for immigrant students' educational achievement remains stable. On the other hand, negative effects of the stratification of the educational system diminished, while educational expenditures gained influence over the last decade.
Immigrant students and educational systems. Cross-country evidence from PISA 2006
2012
Using data from PISA 2006 on 29 countries, this paper analyses immigrant school gaps (difference in scores between immigrants and natives) and focuses on tracking and comprehensive educational systems. Results show that the wider negative gaps are present where tracking is sharp and less frequently in countries with comprehensive schooling. In both cases, negative gaps are concentrated in continental Western Europe, where they are also often related to immigrants and natives attending different schools, or are significant within schools