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Where immigrant students succeed: a comparative review of performance and engagement in PISA 2003
Type of publication: Article
Citation: Schleicher2006
Journal: Intercultural Education
Volume: 17
Number: 5
Year: 2006
Pages: 507--516
ISSN: 1467-5986
URL: http://www.informaworld.com/10...
DOI: 10.1080/14675980601063900
Abstract: Executive summary Based on the recognition that the successful integration of immigrant students into the education system presents a central concern to many countries worldwide, this report analyses evidence from PISA 2003 on outcomes of schooling, including how well immigrant students perform in key school subjects at the age of 15, as well as how they assess themselves as learners and what their general attitudes are towards school. Two groups of immigrant students are analysed: first-generation students who were born outside the country of assessment and whose parents were also born in a different country; and second-generation students who themselves were born in the country of assessment but whose parents were born in a different country, i.e. students who have followed all their schooling in the country of assessment. The report compares immigrant students to native students who were born in the country of assessment and who had at least one parent born in that country. The analyses include 17 countries with significant immigrant student populations: the OECD countries Australia, Austria, Belgium, Canada, Denmark, France, Germany, Luxembourg, the Netherlands, New Zealand, Norway, Sweden, Switzerland and the US as well as the partner countries Hong Kong-China, Macao-China and the Russian Federation. For the majority of these countries, as well as for England, Finland and Spain, information is presented on policies and programmes to help immigrant students attain proficiency in the language of instruction.
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Authors Schleicher, Andreas
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