scholarly journals Educational Achievement Gaps between Immigrant and Native Students in Two “New” Immigration Countries

2012 ◽  
Vol 643 (1) ◽  
pp. 46-77 ◽  
Author(s):  
Davide Azzolini ◽  
Philipp Schnell ◽  
John R. B. Palmer
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Educational Achievement ◽  
Student Assessment ◽  
Achievement Gaps ◽  
Empirical Literature ◽  
Socioeconomic Background ◽  
School Type ◽  
Native Students ◽  
International Student Assessment

The authors use 2009 Programme for International Student Assessment (PISA) data to determine how immigrant children in Italy and Spain compare with native students in reading and mathematics skills. Drawing on the vast empirical literature in countries with traditionally high rates of immigration, the authors test the extent to which the most well-established patterns and hypotheses of immigrant/native educational achievement gaps also apply to these comparatively “new” immigration countries. The authors find that both first- and second-generation immigrant students underperform natives in both countries. Although socioeconomic background and language skills contribute to the explanation of achievement gaps, significant differences remain within the countries even after controlling for those variables. While modeling socioeconomic background reduces the observed gaps to a very similar extent in both countries, language spoken at home is more strongly associated with achievement gaps in Italy. School-type differentiation, such as tracking in Italy and school ownership in Spain, do not reduce immigrant/native gaps, although in Italy tracking is strongly associated with immigrant students’ test scores.

scholarly journals Migrant Youths’ Educational Achievement

2012 ◽  
Vol 643 (1) ◽  
pp. 18-45 ◽  
Author(s):  
Deborah A. Cobb-Clark ◽  
Mathias Sinning ◽  
Steven Stillman
Keyword(s):  
Private School ◽  
International Student ◽  
Educational Achievement ◽  
Student Assessment ◽  
Institutional Arrangements ◽  
Achievement Gaps ◽  
Migrant Students ◽  
International Student Assessment ◽  
Science Test ◽  
Pisa Data

The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries’ to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases but by no means in all. Limited tracking of students by ability appears to be beneficial for migrants’ relative achievement, while complete tracking and the presence of a large private school sector appear to be detrimental. Migrant students’ achievement, relative to their native-born peers, suffers as educational spending and teachers’ salaries increase, but it improves when teacher evaluation includes an examination component.

Educational achievement disparities between second-generation and non-immigrant students: Do school characteristics account for tracking effects?

2021 ◽  
pp. 147490412110399
Author(s):  
Katja Pomianowicz
Keyword(s):  
Fixed Effects ◽  
International Student ◽  
Second Generation ◽  
Immigrant Students ◽  
Educational Achievement ◽  
Student Assessment ◽  
School Characteristics ◽  
Reading Literacy ◽  
Multilevel Regression ◽  
International Student Assessment

The present article investigates the relationship between the degree of tracking and inequalities in reading literacy of second-generation and non-immigrant students in 28 Western countries. The article takes into account that next to between-school tracking, there are also more subtle forms of tracking, such as tracking within schools or classes. By elaborating how the distinct mechanisms of different tracking characteristics generate achievement inequalities, I assume that any negative effects of tracking on second-generation immigrant students’ achievements are primarily driven by differences in the quality of school environments. Data from the Programme for International Student Assessment 2018 are used and multilevel regression analysis with country-fixed effects are applied. The findings reveal that a higher tracking degree is related to substantial disadvantages in reading literacy for immigrant children. Furthermore, a higher immigrant concentration in schools is associated with immigrant inequalities in reading performance as the degree of tracking increases, whereas unequal distributions of teacher and instructional quality were found to generate inequalities in countries with less tracking. Even though the results are only partly in line with the theory of tracking influences on immigrant achievement disadvantages, they suggest that the interplay between institutional tracking and school characteristics are crucial for learning inequalities.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

Does student grade contribute to the declining trend in Programme for International Student Assessment reading and mathematics in Australia?

2020 ◽  
Vol 64 (3) ◽  
pp. 205-226
Author(s):  
John Ainley ◽  
Dan Cloney ◽  
Jessica Thompson
Keyword(s):  
Multiple Regression ◽  
International Student ◽  
Student Assessment ◽  
Socioeconomic Background ◽  
Achievement Scores ◽  
Regression Methods ◽  
International Student Assessment ◽  
And Gender ◽  
And Mathematics ◽  
Reading And Mathematics

Declines in the scores of Australian 15-year-old students from the Programme for International Student Assessment are a matter of policy interest. Some of the declines may have resulted from shifts in the age-grade distributions of students in the Programme for International Student Assessment samples. We use multiple regression methods to model the student-level effects of grade for each Programme for International Student Assessment cycle allowing for the effects of student characteristics (e.g. socioeconomic background and gender) and jurisdiction. We estimate an average net effect of grade over the Programme for International Student Assessment cycles since 2006 as 42 scale points with no difference between reading and mathematics. We explore the extent to which differences between grades in achievement and changes in the grade distributions of students contributed to changes in average Programme for International Student Assessment achievement scores. We conclude that the relatively greater decline in Grade 11, compared to Grade 10 achievement, contributed to the overall decline and that shifts in distributions may have also contributed a little to those declines.

scholarly journals Does isolation from immigrant students benefit or harm third-plus generation students?

2019 ◽  
Vol 27 ◽  
pp. 76
Author(s):  
Margarita Pivovarova ◽  
Jeanne M. Powers
Keyword(s):  
Mathematics Achievement ◽  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
Policy Implications ◽  
Social Benefits ◽  
School Contexts ◽  
International Student Assessment ◽  
Generation Immigrant ◽  
Research And Policy

Enforcing and expanding immigration restrictions have been at the forefront of the Trump administration’s agenda since his inauguration in January 2017. Underlying these policies is an assumption that immigrants harm U.S. citizens. More specifically, both authorized and undocumented immigrants are framed as consuming a disproportionate share of social benefits. We used data from the 2012 Programme for International Student Assessment (PISA) to assess this claim in U.S. high school contexts, focusing on the mathematics achievement of third-plus generation students who did not attend schools with immigrant students. On average, the third-plus-generation students who did not attend schools that enrolled first or second generation immigrant students had lower achievement than their same generation peers attending schools that served immigrant students. We conclude by highlighting the research and policy implications of our findings. 

scholarly journals PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students

2021 ◽  
Author(s):  
Sue Thomson
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Academic Resilience ◽  
Drop Out ◽  
Disadvantaged Students ◽  
Socioeconomic Background ◽  
Socioeconomically Disadvantaged ◽  
Social And Cultural Capital ◽  
International Student Assessment ◽  
Senior Secondary

Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?

Educational standards resist improvement in Peru

2016 ◽  
Keyword(s):  
International Student ◽  
Educational Achievement ◽  
Student Assessment ◽  
Educational Standards ◽  
Content Type ◽  
Fiscal Constraints ◽  
International Student Assessment ◽  
University Courses ◽  
Low Wages

Subject Efforts to improve educational standards. Significance Of the 65 countries covered by the Programme for International Student Assessment (PISA) study in 2012, Peru came last for educational achievement. Although President Ollanta Humala's administration has received praise for the priority it has given to the educational sector, Peru will need to expend more effort in improving standards if it is ever to be admitted to the OECD. Impacts Teachers' low wages will continue to represent an obstacle to educational improvements. Fiscal constraints will make it more difficult for the next government, which takes office in July, to devote more money to education. There is still a mismatch between existing university courses and the need to boost technological expertise.

Modeling Educational Inequalities: Class, Academic Achievement, and Regional Differences in Turkey

2017 ◽  
Vol 51 (5) ◽  
pp. 659-692 ◽  
Author(s):  
Ela Ataç
Keyword(s):  
Academic Achievement ◽  
International Student ◽  
Educational Achievement ◽  
Educational Inequality ◽  
Student Assessment ◽  
Entrance Examination ◽  
International Student Assessment ◽  
Regional Inequalities ◽  
Geographical Variations ◽  
National University

As it has been realized that education is a key to a long-term economic growth and to reducing social and economic disadvantages, educational inequality and its reflections in the geography have become some of the major issues in many countries. Turkey is in many ways a good example to analyze the relations between class, education, and regional inequalities where education is strongly a class-related issue and there has also been a strong dimension of “geography” as far as the educational provision and performance are considered. The purpose of the article is to contribute to two debates on the relation of education and inequality in Turkey. One is a specific and practical way of understanding about the effect of socioeconomic backgrounds of the students on their educational achievement. The other is an understanding on causal relations based on socioeconomic variables and geographical variations and how these lead to or indeed are partly caused by regional inequalities in Turkey. Using the datasets of PISA (Program for International Student Assessment) database, the datasets of National University Entrance Examination and Census, the article finds that for Turkish students where (the region and the place of residence) and with whom (socioeconomic qualifications of parents) they live are the powerful indicators of academic achievement.

scholarly journals PISA Performance of Natives and Immigrants: Selection versus Efficiency

2020 ◽  
Vol 2 (1) ◽  
pp. 9-36
Author(s):  
Andreas Behr ◽  
Gerald Fugger
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Home Country ◽  
Student Assessment ◽  
Educational Systems ◽  
Selection Effects ◽  
Efficient Frontiers ◽  
International Student Assessment ◽  
Educational Efficiency ◽  
Economic Background

AbstractIn most countries, immigrant and native students perform differently in the Programme for International Student Assessment (PISA) due to two main reasons: different immigration regimes and differences in their home-country educational systems. While there is sophisticated literature on the reasons for these performance gaps, it is barely considered in the educational efficiency research. Our approach distinguishes between selection effects caused by immigration policies, and the efficiency of educational systems in integrating immigrant students, given their socio–economic background. Accordingly, we split our sample, which consists of 153,374 students in 20 countries, calculate various different efficient frontiers, and ultimately decompose and interpret the resulting efficiency values. We find large differences in educational system efficiency, when controlling for negative selection effects caused by immigration regimes.

scholarly journals Immigrant Students’ Achievements in Croatia, Serbia and Slovenia in Context

2018 ◽  
Vol 1 (3) ◽  
pp. 31-51
Author(s):  
Iztok Šori ◽  
Nika Šušterič ◽  
Slavko Gaber
Keyword(s):  
Large Scale ◽  
International Student ◽  
Immigrant Students ◽  
Educational Equity ◽  
Student Assessment ◽  
New Democracies ◽  
International Student Assessment ◽  
Labour Immigration ◽  
The Common ◽  
Migration Regimes

Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic(linguistic) origin. 

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