A quantitative synthesis of the immigrant achievement gap across OECD countries

Andon, Anabelle; Thompson, Christopher W.; Becker, Betsy Jane

doi:10.1186/s40536-014-0007-2

Cited by 39 publications

(27 citation statements)

References 32 publications

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“…Because the target population of international assessments includes only students currently enrolled in school, countries with the most rapidly expanding school access may appear to have growing SES achievement gaps due to the inclusion of relatively disadvantaged populations. Additionally, increasing global migration has led to a larger share of immigrant students enrolled in schools in many countries, which could lead to growing SES achievement gaps in those countries, to the extent that immigrant students are lower-achieving and lower-SES than native-born students (Andon, Thompson, and Becker 2014).…”

Section: Explanations For Trends In Ses Achievement Gapsmentioning

confidence: 99%

The Global Increase in the Socioeconomic Achievement Gap, 1964 to 2015

2019

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The “socioeconomic achievement gap”—the disparity in academic achievement between students from high- and low-socioeconomic status (SES) backgrounds—is well-known in the sociology of education. The SES achievement gap has been documented across a wide range of countries. Yet in most countries, we do not know whether the SES achievement gap has been changing over time. This study combines 30 international large-scale assessments over 50 years, representing 100 countries and about 5.8 million students. SES achievement gaps are computed between the 90th and 10th percentiles of three available measures of family SES: parents’ education, parents’ occupation, and the number of books in the home. Results indicate that, for each of the three SES variables examined, achievement gaps increased in a majority of sample countries. Yet there is substantial cross-national variation in the size of increases in SES achievement gaps. The largest increases are observed in countries with rapidly increasing school enrollments, implying that expanding access reveals educational inequality that was previously hidden outside the school system. However, gaps also increased in many countries with consistently high enrollments, suggesting that cognitive skills are an increasingly important dimension of educational stratification worldwide.

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Section: Explanations For Trends In Ses Achievement Gapsmentioning

confidence: 99%

The Global Increase in the Socioeconomic Achievement Gap, 1964 to 2015

2019

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“…Additionally, Barb and Beal [21] pointed out, word problems written in complex language is rated as mathematically more difficult to solve than the same problems written in simpler language. Individuals who are not fluent in English may perform more poorly than their peers in other subjects that are not directly related to the language [22]. This brings the issue of language as a barrier to mathematics word problem solving for English as second language (ESL) students.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Affecting Bhutanese Secondary School Students’ Ability in Solving Mathematical Word Problems: A Case Study

Wangmo

2021

ARJOM

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Mathematical word problems are part of the school curriculum and are taught at all levels of education in Bhutan. However, it poses difficulties for many students because of the complexity of the solution process. There are various factors that affect students’ ability to solve mathematical word problems. Hence, this study was conducted to investigate the factors affecting Bhutanese secondary school students' ability to solve mathematical word problems. This study employed a qualitative case study approach. Data was collected through semi-structured interviews, classroom observations, and document analysis. Four mathematics teachers and four students were selected as participants based on purposive sampling. The data were analyzed using thematic analysis. The findings revealed that factors such as language proficiency, reading skills, and contextual understanding affect students' ability in solving mathematical word problems. Moreover, the language proficiency of students, as well as teachers, was the most important factor for solving mathematical word problems. The study recommends the Ministry of Education places more importance on reading activities across schools in Bhutan to enhance language proficiency.

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“…On the other hand, the significant disadvantage in mathematical literacy performance was still evident among immigrant students in PISA 2012. Andon et al (2014) did a quantitative synthesis of the immigrant achievement gap across OECD countries using data from both TIMSS and PISA between 2000 and 2009. The study found a significant mean effect size for mathematics (d = 0.38).…”

Section: Immigrant Background Equitymentioning

confidence: 99%