Abstract
Education is a human right, and among the indicators of human development, education is indisputably one of the most important ones for its impact both on individuals’ lives as well as on communities and countries at large. Despite its evident importance, it cannot be taken for granted that everyone has access to (high quality) education. Equality and equity in access to education is a priority policy issue not only in developing countries but also in developed countries. In this era of knowledge based economy, the extent to which countries are able to provide high quality education (however it may be defined) to all members of their society is a significant predictor of economic growth and socioeconomic development. Within this context, identifying the disadvantaged groups within the student population and finding ways to mitigate the negative effects of these disadvantages while at the same time targeting the students with special support needs are crucial policy objectives. The objective of this book is to focus on the case of a growing and diverse group, namely students with a migration background. We seek to examine the extent to which immigrant students are integrated to education systems in their new settlement countries, whether their relative achievement in schools require special attention in comparison with their native peers, and how the receiving countries with diverse immigrant populations deal with challenges related to immigrant student achievement in their education policy.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Acosta, S. T., & Hsein-Yuan, H. (2014). Negotiating diversity: An empirical investigation into family, school and student factors influencing New Zealand adolescents’ science literacy. Education Studies, 40(1), 98–115. https://doi.org/10.1080/03055698.2013.830243
Areepattamannil, S., & Berinderjeet, K. (2013). Factors predicting science achievement of immigrant and non-immigrant students: A multi-level analysis. International Journal of Science & Mathematics Education, 11, 1183–1207. https://doi.org/10.1007/s10763-012-9369-5
Baird, J., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T. et al. (2011). Policy effects of PISA. Oxford, UK: Oxford University Centre for Educational Assessment. Retrieved from http://oucea.education.ox.ac.uk/wordpress/wp-content/uploads/2011/10/Policy-Effects-of-PISA-OUCEA.pdf
Bilgili, O., Huddleston, T., & Joki, A. (2015). The dynamics between integration policies and outcomes: A synthesis of the literature. Barcelona, Spain: Centre for International Affairs.
Cummins, J. (2012). The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students. Reading & Writing, 25(8), 1973–1990. https://doi.org/10.1007/s11145-010-9290-7
Driessen, G., & Merry, M. S. (2011). The effects of integration and generation of immigrants on language and numeracy achievement. Education Studies, 37(5), 581–592. https://doi.org/10.1080/03055698.2010.539762
Dronkers, J., & de Heus, M. (2013). Immigrant children’s academic performance: The influence of origin, destination and community. In H. D. Meyer & A. Benavot (Eds.), PISA, power, and policy: The emergence of global educational governance (pp. 247–265). Oxford, UK: Symposium Books.
Dronkers, J., & Kornder, N. (2014). Do migrant girls perform better than migrant boys? Deviant gender differences between the reading scores of 15-year-old children of migrants compared to native pupils. Educational Research and Evaluation, 20(1), 44–66. https://doi.org/10.1080/13803611.2013.874298
Dronkers, J., & Kornder, N. (2015). Can gender differences in educational performance of 15-year-old migrant pupils be explained by societal gender equality in origin and destination countries? Compare, 45(4), 610–634. https://doi.org/10.1080/03057925.2014.911658
Dronkers, J., Van Der Velden, R., & Dunne, A. (2012). Why are migrant students better off in certain types of education systems or schools than in others? European Educational Research Journal, 11(1), 11–44. https://doi.org/10.2304/eerj.2012.11.1.11
Edwards, A. (2016, June 20). Global forced displacement hits record high. Retrieved from http://www.unhcr.org/news/latest/2016/6/5763b65a4/global-forced-displacement-hits-record-high.html
Entzinger, H., & Biezeveld, R. L. (2003). Benchmarking in immigrant integration. Rotterdam, The Netherlands: European Research Centre on Migration and Ethnic Relations.
Eurostat. (2015a). Statistics explained: Educational attainment level of non-EU-born population (aged 25–54), 2015. Retrieved from http://ec.europa.eu/eurostat/statistics-explained/images/6/64/Educational_attainment_level_of_non-EU-born_population_%28aged_25%E2%80%9354%29%2C_2015.png
Eurostat. (2015b). Statistics explained: Population (aged 25–54) by educational attainment level and groups of country of birth, EU-28, 2015. Retrieved from http://ec.europa.eu/eurostat/statistics-explained/index.php/File:Population_(aged_25%E2%80%9354)_by_educational_attainment_level_and_groups_of_country_of_birth,_EU-28,_2015.png
Eurostat. (2016, May 2). Press release: Almost 90 000 unaccompanied minors among asylum seekers registered in the EU in 2015. Retrieved from http://ec.europa.eu/eurostat/documents/2995521/7244677/3-02052016-AP-EN.pdf/
Hachfeld, A., Anders, Y., Schroeder, S., Stanat, P., & Kunter, M. (2010). Does immigration background matter? How teachers’ predictions of students’ performance relate to student background. International Journal of Educational Research, 49(2–3), 78–91. https://doi.org/10.1016/j.ijer.2010.09.002
Huddleston, T., Bilgili, Ö., Joki, A. L., & Vankova, Z. (2015). Migrant Integration Policy Index 2015. Barcelona, Spain/Brussels, Germany: CIDOB and MPG.
International Organization for Migration. (2015). Migration of children to Europe. Retrieved from http://destination-unknown.org/wp-content/uploads/IOM-UNICEF-Data-Brief-Refugee-and-Migrant-Crisis-in-Europe-30-11-15.pdf
Jungbauer-Gas, M., & Gross, C. (2011). More private schools for non-native students? Migrant performance in private schools of differing national contexts. Education Research International, 2011, 1–19. https://doi.org/10.1155/2011/121250
Khattab, N. (2015). Students’ aspirations, expectations and school achievement: What really matters? British Educational Research Journal, 41(5), 731–748. https://doi.org/10.1002/berj.3171/full
Lahaie, C. (2008). School readiness of children of immigrants: Does parental involvement play a role? Social Science Quarterly, 89(3), 684–705. https://doi.org/10.1111/j.1540-6237.2008.00554.x
Makarova, E., & Herzog, W. (2011). The integration of immigrant youth into the school context. Problems of Education in the 21st Century, 32, 86–97.
Marschall, M. J., Shah, P. R., & Donato, K. (2012). Parent involvement policy in established and new immigrant destinations. Social Science Quarterly, 93(1), 130–151. https://doi.org/10.1111/j.1540-6237.2011.00833.x
Marx, A. E., & Stanat, P. (2012). Reading comprehension of immigrant students in Germany: Research evidence on determinants and target points for intervention. Reading & Writing, 25(8), 1929–1945. https://doi.org/10.1007/s11145-011-9307-x
McCarthy, F. E., & Vickers, M. H. (Eds.). (2012). Refugee and immigrant students: Achieving equity in education. Charlotte, NC: Information Age.
Murat, M., & Frederic, P. (2015). Institutions, culture and background: The school performance of immigrant students. Education Economics, 23(5), 612–630. https://doi.org/10.1080/09645292.2014.894497
Organisation for Economic Co-operation and Development. (2013a). Do immigrant students’ reading skills depend on how long they have been in their new country? (PISA in Focus, No. 29). Paris: OECD Publishing.
Organisation for Economic Co-operation and Development. (2013b). What can immigrant students tell us about the quality of education systems? (PISA in Focus, No. 33). Paris: OECD Publishing.
Organisation for Economic Co-operation and Development. (2016). PISA 2015 results, Excellence and equity in education (Vol. I). Paris: OECD Publishing. https://doi.org/10.1787/9789264266490-en
Petrelli, M., & Winkler, A. (2008, September 8). USA: We’re number 20! National Review. Retrieved from http://www.nationalreview.com/article/225556/usa-were-number-20-michael-j-petrilli-amber-winkler
Scardino, M. (2008, December 11). The Olympics of education. The Guardian. Retrieved from http://www.theguardian.com/education/2008/dec/11/primary-maths-science-politics
Schleicher, A. (2006). Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003. Intercultural Education, 17(5), 507–516. https://doi.org/10.1080/14675980601063900
Schnepf, S. V. (2007). Immigrants’ educational disadvantage: An examination across ten countries. Journal of Population Economics, 20, 527–545. https://doi.org/10.1007/s00148-006-0102-y
Shapira, M. (2012). An exploration of differences in mathematics attainment among immigrant pupils in 18 OECD countries. European Educational Research Journal, 11(1), 68–95. https://doi.org/10.2304/eerj.2012.11.1.68
Shpaizman, I., & Kogut, T. (2010). Can perceptions of similarity reduce the ability to see the other’s needs? The case of immigrant students’ integration policy. Social Psychology Education, 13(3), 425–440. https://doi.org/10.1007/s11218-009-9112-4
Simms, K. (2012). A hierarchical examination of the immigrant achievement gap: The additional explanatory power of nationality and educational selectivity over traditional explorations of race and socioeconomic status. Journal of Advanced Academics, 23(1), 72–98. https://doi.org/10.1177/1932202X11430270
United Nations Populations Division. (2015). International migration stock data 2015. Retrieved from http://www.un.org/en/development/desa/population/migration/data/estimates2/estimates15.shtml
Van Houtte, M., & Stevens, P. A. (2010). School ethnic composition and aspirations of immigrant students in Belgium. British Educational Research Journal, 36(2), 209–237. https://doi.org/10.1080/01411920902802180
Veerman, G. (2015). The relationship between ethnic diversity and classroom disruption in the context of migration policies. Educational Studies, 41(1–2), 209–225. https://doi.org/10.1080/03055698.2015.955750
Volante, L. (Ed.). (2016). The intersection of international achievement testing and educational Policy: Global perspectives on large-scale reform. New York: Routledge.
Volante, L., Klinger, D., Bilgili, O., & Siegel, M. (2017). The immigrant (dis)advantage. Education Canada, 57(2). Retrieved from https://www.edcan.ca/articles/the-immigrant-disadvantage/
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
_by_educational_attainment_level_and_groups_of_country_of_birth,_EU-28,_2015.png){kind=link}
Cite this chapter
Bilgili, O., Volante, L., Klinger, D. (2018). Immigrant Student Achievement and the Performance Disadvantage. In: Volante, L., Klinger, D., Bilgili, O. (eds) Immigrant Student Achievement and Education Policy. Policy Implications of Research in Education, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-319-74063-8_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-74063-8_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-74062-1
Online ISBN: 978-3-319-74063-8
eBook Packages: EducationEducation (R0)