No abstract

Background: Earlier studies using a double perspective (destination & origin) indicate that several macro-characteristics of both destination and origin countries affect the educational performance of migrant children. This paper explores the extent to which educational system features of destination and origin countries can explain these differences in educational achievement of migrant children, next to these macro-characteristics. Methods: Using data from the 2006 PISA survey, we performed cross-classified multilevel analysis on the science performance of 9.279 15-year-old migrant children, originating from 35 different countries, living in 16 Western countries of destination. We take into account a number of educational system characteristics of the countries of destination and origin, in order to measure the importance of differentiation, standardization, and the availability of resources.(Continued on next page)

Using Program for International Student Assessment [PISA] 2006 data, we examine the science performance of 9.279 15-year-old children of immigrants, originating from 35 different countries, living in 16 Western countries of destination. Whereas former research has mainly paid attention to the influence of individual-level characteristics on the educational performance of immigrants, this study's focus is on macro-level characteristics. Using a cross-classified multilevel approach, we examine the impact of educational systems and political, economic, and religious features of both countries of origin and destination. The results show that at the destination level the degree of teacher shortage has a negative, and a longer history of migration has a positive, effect on science performance. Moreover, comprehensive educational systems have a positive influence on immigrant children's performance, but this is only the case for higher class children. At the origin level, the compulsory period of education has a positive effect on immigrants' science performance. Moreover, whereas immigrants from countries with an Eastern religious affiliation perform better than immigrants from Christian countries, immigrants from Islamic countries perform worse.

Using PISA 2006 data, we analyze the science performance of 9279 15-year-old immigrant children, originating from 35 different countries, living in 16 Western countries of destination. Whereas former research has mainly paid attention to the influence of individual-level characteristics on the educational performance of immigrants, this study’s focus is on various types of macro-level characteristics. Using a cross-classified multilevel approach, we examine the impact of both educational systems and political, economic, and religious features of both countries of origin and destination. The results show that the degree of teacher shortage in the countries of destination has a negative, and a longer history of migration in the countries of destination has a positive effect on science performance of immigrant children. Moreover, a comprehensive educational system in the destination countries has a positive influence on immigrant children’s performance, but this is only the case for higher-class children. The compulsory period of education in the origin countries has a positive effect on immigrant children’s science performance. Moreover, whereas immigrant children from countries with an Eastern religious affiliation perform better than comparable immigrants from Christian countries, comparable immigrant children from Islamic countries perform worse than the latter.