Test bias and differential item functioning: A study on the suitability of the cito primary education final test for second generation immigrant students in The Netherlands

2003 ◽  
Vol 29 (2) ◽  
pp. 129-143 ◽  
Author(s):  
Henny Uiterwijk ◽  
Ton Vallen
Keyword(s):  
The Netherlands ◽  
Differential Item Functioning ◽  
Primary Education ◽  
Second Generation ◽  
Immigrant Students ◽  
Test Bias ◽  
Final Test ◽  
Generation Immigrant ◽  
Item Functioning

Onderzoek Naar Oorzaken van 'Differential Item Functioning' in de Eindtoets Basisonderwijs

2005 ◽  
Vol 74 ◽  
pp. 135-145
Author(s):  
Tamara van Schilt-Mol ◽  
Ton Vallen ◽  
Henny Uiterwijk
Keyword(s):  
Differential Item Functioning ◽  
Minority Students ◽  
Primary Education ◽  
Past Tense ◽  
Final Test ◽  
Dominant Language ◽  
Test Items ◽  
Statistical Procedures ◽  
Onderzoek Naar ◽  
Item Functioning

Previous research has shown that the Dutch 'Final Test of Primary Education' contains a number of unintentionally and therefore unwanted, difficult test items, leading to Differential Item Functioning (DIF) for immigrant minority students whose parents' dominant language is Turkish or Arab/Berber. Two statistical procedures were used to identify DIF-items in the Final Test of 1997. Subsequently, five experiments were conducted to detect causes of DIF, revealing a number of hypotheses concerning possible linguistic, cultural, and textual sources. These hypotheses were used to manipulate original DIF-items into intentionally DIF-free items. The article discusses three possible sources of DIF: (1) the use of fixed (misleading) answer-options and (2) of misleading illustrations (both in the disadvantage of the minority students), and (3) the fact that questions concerning past tense often lead to DIF (in their advantage).

STEM outcomes of second-generation immigrant students with high-skilled parental backgrounds

2019 ◽  
Vol 41 (17) ◽  
pp. 2465-2483 ◽  
Author(s):  
Svetlana Chachashvili-Bolotin ◽  
Sabina Lissitsa ◽  
Marina Milner-Bolotin
Keyword(s):  
Second Generation ◽  
Immigrant Students ◽  
Generation Immigrant ◽  
Stem Outcomes

scholarly journals Children of Immigrants in Schools in New York and Amsterdam: The Factors Shaping Attainment

2009 ◽  
Vol 111 (6) ◽  
pp. 1476-1507
Author(s):  
Maurice Crul ◽  
Jennifer Holdaway
Keyword(s):  
United States ◽  
New York ◽  
The Netherlands ◽  
Second Generation ◽  
Immigrant Students ◽  
Research Question ◽  
The United States ◽  
Children Of Immigrants ◽  
Educational Systems ◽  
Educational Trajectories

Background/Context This article considers the ways in which school systems in New York City and Amsterdam have shaped the educational trajectories of two groups of relatively dis-advantaged immigrant youth: the children of Dominican immigrants in New York and the children of Moroccan immigrants in Amsterdam. It describes the salient features of the two educational systems and the ways in which they structure opportunity for children of immigrants. In terms of public policy, the United States and the Netherlands have taken quite different approaches toward the integration of immigrant students: The Netherlands actively seeks to integrate students and provides additional funds and special programs, whereas the United States has taken a more laissez-faire approach. Purpose/Objective/Research Question/Focus of Study The article analyses available data on young second-generation Moroccan and Dominican youth and their school careers in two cities: New York and Amsterdam. It aims to look at the influence of institutional arrangements and the way that the educational system facilitates or hampers the educational integration of two highly disadvantaged groups. Research Design The article is based on available data on the Moroccan population in Amsterdam and the Dominican population in New York. This includes primarily the Dutch SPVA surveys and other local Amsterdam studies, and the Immigrant Second-Generation in Metropolitan New York (ISGMNY) study. Conclusions/Recommendations Both Moroccans in Amsterdam and Dominicans in New York show relatively low levels of educational attainment. Drawing on data from a number of studies of Moroccans in Amsterdam and on the ISGMNY study, the article shows that although differently structured, neither school system does an adequate job of serving disadvantaged immigrant students. It is interesting, however, that opportunities and impediments for the two groups are shaped differently and appear at different times in the school career. Successful practices in both countries show how extra investment of resources can increase equality of opportunity.

scholarly journals How Do Second-Generation Immigrant Students Access Higher Education? The Importance of Vocational Routes to Higher Education in Switzerland, France, and Germany

2016 ◽  
Vol 42 (2) ◽  
pp. 245-265 ◽  
Author(s):  
Jake Murdoch ◽  
Christine Guégnard ◽  
Dorit Griga ◽  
Maarten Koomen ◽  
Christian Imdorf
Keyword(s):  
Higher Education ◽  
Survey Data ◽  
Second Generation ◽  
Immigrant Students ◽  
North African ◽  
Multinomial Models ◽  
Generation Immigrant ◽  
Western European

Abstract We analyse the access to different institutional pathways to higher education for second-generation students, focusing on youths that hold a higher-education entrance certificate. The alternative vocational pathway appears to compensate to some degree, compared to the traditional academic one, for North-African and Southern-European youths in France, those from Turkey in Germany, and to a lesser degree those from Portugal, Turkey, Ex-Yugoslavia, Albania/Kosovo in Switzerland. This is not the case in Switzerland for Western-European, Italian, and Spanish youths who indeed access higher education via the academic pathway more often than Swiss youths. Using youth panel and survey data, multinomial models are applied to analyse these pathway choices.

Sign in / Sign up

Export Citation Format

Share Document