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. 

Analyzing the Achievement and Isolation of Immigrant and U.S.-Born Students: Insights From PISA 2012

2017 ◽  
Vol 31 (6) ◽  
pp. 830-857
Author(s):  
Jeanne M. Powers ◽  
Margarita Pivovarova
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
School Experiences ◽  
Policy Implications ◽  
School Factors ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Political Debates ◽  
Research And Policy

The 2016 Presidential election and the first months of the Trump administration have propelled immigration to the center of U.S. political debates. We use data from the Programme for International Student Assessment (PISA) 2012 to provide insights into the school experiences of high school–age immigrants and their U.S.-born peers. Our findings indicate that the immigrant–U.S.-born achievement gap is a race and wealth gap, and is also mediated by school factors. We also found that a substantial number of U.S.-born students attended schools that did not enroll immigrant students. We conclude by highlighting the research and policy implications of our findings.

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.

Personality, Motivation, and Math Achievement Among Turkish Students

2017 ◽  
Vol 124 (2) ◽  
pp. 514-530
Author(s):  
Elif Akben-Selcuk
Keyword(s):  
International Student ◽  
Economic Status ◽  
Student Assessment ◽  
Policy Implications ◽  
Male Students ◽  
School Resources ◽  
Older Students ◽  
Mathematics Proficiency ◽  
International Student Assessment ◽  
Plausible Values

Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay’s method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

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. 

Cultural Diversity in the Classroom and its Effects on Academic Performance

2010 ◽  
Vol 41 (4) ◽  
pp. 230-237 ◽  
Author(s):  
Paul N’Dri Konan ◽  
Armand Chatard ◽  
Leila Selimbegović ◽  
Gabriel Mugny
Keyword(s):  
Academic Performance ◽  
Cultural Diversity ◽  
Test Performance ◽  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
Educational Institutions ◽  
International Student Assessment ◽  
Oecd Pisa ◽  
And Mathematics

Drawing on data from the Organization for Economic Cooperation and Development’s Program for International Student Assessment (OECD/PISA), we examined the relationship between the percentage of immigrant students and the reading and mathematics performances of native and immigrant students across nations. In line with research on cultural diversity, results indicated performance benefits as the percentage of immigrant students increased across nations. Interestingly, these effects remained significant for both native and immigrant students, once several other predictors of test performance at the national, school, and individual levels were controlled for. These findings challenge the assumption that the increasing presence of immigrant students in educational institutions represents a threat to native students’ academic performance. Potential mechanisms are proposed and discussed, offering new avenues for research.

scholarly journals Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

2019 ◽  
Vol 17 (8) ◽  
pp. 1037-1056
Author(s):  
Louis Volante ◽  
Don A Klinger ◽  
Melissa Siegel ◽  
Leena Yahia
Keyword(s):  
Achievement Gap ◽  
Large Scale ◽  
International Student ◽  
Social Protection ◽  
Immigrant Students ◽  
Student Assessment ◽  
Data Sets ◽  
International Student Assessment ◽  
Key Characteristics ◽  
First And Second Generation

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

scholarly journals Self-Concept in Immigrant School Children and the Impact of Length of Residence: Evidence from PISA 2015 for Current Educational Practice

2020 ◽  
Author(s):  
Sandra Figueiredo ◽  
João Marôco ◽  
Margarida Alves Martins ◽  
Odete Nunes
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
School Adjustment ◽  
Student Assessment ◽  
Educational Practice ◽  
Self Concept ◽  
Sampling Weights ◽  
International Student Assessment ◽  
Dependent Variables ◽  
The Impact

Comparative analyses of the Programme for International Student Assessment between immigrant and native students place immigrant students in an unfavourable position in schools, with disadvantageous indicators regarding socioeconomic and professional paths. However, the Programme for International Student Assessment assesses a series of dimensions that involve constructs that have been little studied in the school immigrant population and that relate to self-concept and school adjustment. Based on the Programme for International Student Assessment’s most recent edition, Portugal’s database of 7,325 15-year-old students was analysed. We selected 438 immigrant cases with two objectives: (1) to evaluate the impact of the length of exposure in the host country on three dependent variables of school adjustment: sense of belonging, perceived loneliness and attitudes towards school (expectations of educational and professional opportunities); (2) to evaluate the differences in results for the same dependent variables, but considering the first and second generation of immigrants in Portugal. For the data analysis, sampling weights and plausible values were analysed with the International Database Analyzer. The results show that students who have been in the country for a year or less have greater difficulties and increased significant differences compared to other migrant groups in the referred indices of self-concept and inclusion. However, other groups, especially those with periods of long-term residence between four and five years, also face substantial levels of school maladjustment.

Sign in / Sign up

Export Citation Format

Share Document