Mainstream and immigrant students’ primary school mathematics achievement differences in European countries

• Serkan Arikan ^[1] ; Fons J.R. van de Vijver ; Kutlay Yagmur
  1. [1] Boğaziçi University

     Boğaziçi University

     Turquía

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 35, Nº 4, 2020, págs. 819-837
• Idioma: inglés
• DOI: 10.1007/s10212-019-00456-2
• Texto completo no disponible (Saber más ...)
• Resumen

  • The few studies on the achievement differences of mainstream and immigrant primary school students in large-scale assessments point to an achievement gap in many subject areas, with immigrant students trailing mainstream students. A recurrent methodological problem of these studies is that the two student groups do not come from comparable backgrounds. This study examined the Trends in International Mathematics and Science Study (TIMSS) math achievement of 4th grade mainstream and immigrant students in various European countries. Results showed that there was no systematic difference between first- and second-generation immigrants’ mathematics achievement levels. It was found that after statistically matching the background resources of the mainstream and immigrant students, both groups revealed comparable levels in mathematics. Finally, related to country characteristics that were associated with educational achievement, it was found that immigrant students in countries which had higher human development indicators showed higher educational performance.

• Referencias bibliográficas
  • Achilli, L., Fargues, P., Salamonska, J., & Talò, T. (2016). Study on migrants’ profiles, drivers of migration and migratory trends. Retrieved...
  • Ammermueller, A. (2007). Poor background or low returns? Why immigrant students in Germany perform so poorly in the programme for international...
  • Andon, A., Thompson, C. G., & Becker, B. J. (2014). A quantitative synthesis of the immigrant achievement gap across OECD countries. Large-scale...
  • Arikan, S., van de Vijver, F., Yagmur, K. (2017). PISA mathematics and reading performance differences of mainstream European and Turkish...
  • Azzolini, D., Schnell, P., & Palmer, J. R. (2012). Educational achievement gaps between immigrant and native students in two “new” immigration...
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mawhaw, NJ: Lawrence Erlbaum Associates.
  • Dronkers, J., & De Heus, M. (2012). The educational performance of children of immigrants in sixteen OECD countries (no. 1210). London,...
  • Eurostat (2018). Government expenditure on education. Retrieved from http://ec.europa.eu/eurostat/statistics- explained/index.php/Government_expenditure_on_education.
  • Eurostat (2019). Migration and migrant population statistics. Retrieved from https://ec.europa.eu/eurostat/statistics-explained/pdfscache/1275.pdf
  • Foy, P., Arora, A., & Stanco, G. M. (2017). TIMSS 2015 user guide for the international database. Chestnut Hill, MA: TIMSS & PIRLS...
  • He, J., & Van de Vijver, F. J. R. (2016). The motivation-achievement paradox in international educational achievement tests: Toward a...
  • He, J., Van de Vijver, F. J. R., & Kulikova, A. (2017). Country-level correlates of educational achievement: evidence from large-scale...
  • Henley, J. (2018, December 19). UK and German immigration: a tale of two very different laws. The Guardian. Retrieved from https://www.theguardian.com/world/2018/dec/19/immigration-rules-uk-germany-economy-job-seekers-opposing-camps
  • Ho, D. E., Imai, K., King, G., & Stuart, E. A. (2011). MatchIt: nonparametric preprocessing for parametric causal inference. Retrieved...
  • Huddleston, T., Bilgili, Ö., Joki, A., & Vankova, Z. (2015). Migrant integration policy index 2015. Barcelona/ Brussels: CIDOB and MPG.
  • IEA (2017). IEA IDB Analyzer [computer software]. Hamburg, Germany: IEA.
  • Martin, M.O., Mullis, I.V.S., & Hooper, M. (2016). Methods and procedures in TIMSS 2015. Boston College, TIMSS & PIRLS International...
  • Muthén, L. K., & Muthén, B. O. (2015). Mplus user’s guide. (7th ed.). Los Angeles, CA: Muthén and Muthén.
  • OECD (2016). PISA 2015 Results (Volume I): excellence and equity in education. Paris: France: OECD Publishing. doi:https://doi.org/10.1787/9789264266490-en
  • OECD. (2018). The resilience of students with an immigrant background: factors that shape well-being. Paris, France: OECD Publishing. doi:https://doi.org/10.1787/9789264292093-en.
  • Ohinata, A. & van Ours, J. C. (2012). Young immigrant children and their educational attainment, IZA Discussion Papers, Bonn.
  • Passiatore, Y., Pirchio, S., Carrus, G., Maricchiolo, F., Fiorilli, C., & Arcidiacono, F. (2019). Intercultural practices and inclusive...
  • Pirchio, S., Passiatore, Y., Carrus, G., & Taeschner, T. (2019). Children’s interethnic relationships in multiethnic primary school: results...
  • Rangvid, B. S. (2007). Sources of immigrants’ underachievement: results from PISA- Copenhagen. Education Economics, 15(3), 293–326.
  • Rienzo, C. & Vargas-Silva, C. (2018). Migrants in the UK: an overview, Migration Observatory briefing, COMPAS, University of Oxford. Retrieved...
  • Rubin, D. B. (2001). Using propensity scores to help design observational studies: application to the tobacco litigation. Health Services...
  • Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large- scale assessment data issues in secondary analysis...
  • Sakellariou, C. (2017). The immigrant-native student educational achievement gap in Greece using PISA 2012. Athens Journal of Business and...
  • Schnepf, S. V. (2007). Immigrants’ educational disadvantage: an examination across ten countries and three surveys. Journal of Population...
  • Stuart, E. A. (2010). Matching methods for causal inference: a review and a look forward. Statistical Science, 25(1), 1–21.
  • UNDP (2016). Human development report 2016. Human development for everyone. Retrieved from http://hdr.undp.org/sites/default/files/2016_human_development_report.pdf