Migrant pupils’ scientific performance: the influence of educational system features of origin and destination countries

Dronkers, Jaap; Levels, Mark; Heus, Manon de

doi:10.1186/2196-0739-1-10

Cited by 14 publications

(20 citation statements)

References 19 publications

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“…The findings regarding the positive confounders are in line with and also extend a number of studies on cross-country differences in education (e.g., Blömeke et al 2011;Dronkers et al 2014;Janssen and Geiser 2012;Risch 2010). Ross and Hogaboam-Gray (1998), for instance, found that students benefit from an integrated curriculum, particularly in terms of motivation and the development of their abilities.…”

Section: Confounding Effects Of Country Characteristicssupporting

confidence: 89%

The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

Scherer

Beckmann

2014

Large-scale Assess Educ

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Background: On the basis of a 'problem solving as an educational outcome' point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the acquisition of problem solving competence to the coherence between math and science education. We propose the concept of math-science coherence and explore whether society-, curriculum-, and school-related factors confound with its relation to problem solving. Methods: By using the PISA 2003 data set of 41 countries, we apply multilevel regression and confounder analyses to investigate these effects for each country. Results: Our results show that (1) math and science competence significantly contribute to problem solving across countries; (2) math-science coherence is significantly related to problem solving competence; (3) country-specific characteristics confound this relation; (4) math-science coherence is linked to capability underutilisation based on science performance but less on math performance.

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Section: Confounding Effects Of Country Characteristicssupporting

confidence: 89%

The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

Scherer

Beckmann

2014

Large-scale Assess Educ

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“…For this reason, we could not investigate macro-level characteristics of the countries in this study. The most recent research in this area indicates that both origin and destination macro-level variables must be investigated to fully understand the immigrant achievement gap Dronkers et al 2014). Second, the generalizability of this study is limited to OECD countries, although our initial investigations also found an overall significant mean immigrant achievement gap with a wider set of countries (Thompson et al 2011).…”

Section: Limitationsmentioning

confidence: 77%

“…Factors such as their educational experiences and reasons for migration influence their degree of success in the destination country. Characteristics of the origin country such as political stability, level of economic development, and length of compulsory education have shown significant effects on the educational achievement of immigrants in the destination country Dronkers et al 2014). To this end, future studies should continue to investigate possible moderators of the immigrant achievement gap at a national level from both origin and destination countries.…”

Section: Discussionmentioning

confidence: 99%

“…Because the gap is not a student-level phenomenon, in that no individual student him or herself can exhibit a gap, future questions about the sources of this deficit must analyze the gap as a school-level phenomenon. Further, Dronkers et al (2014) emphasize that "contextual features of both origin and destination countries do affect the educational performance of migrant children, and must be part of any explanation of migrant children's school success." (p. 2).…”

Section: Discussionmentioning

confidence: 99%

“…Recent literature indicates that in order to fully understand immigrants' outcomes in a destination country, we must account for both origin and destination effects, the so-called 'double perspective' approach (Dronkers et al 2014;; see Limitations and Conclusion).…”

Section: Introductionmentioning

confidence: 99%

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A quantitative synthesis of the immigrant achievement gap across OECD countries

Andon

Thompson

Becker

2014

Large-scale Assess Educ

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Background: While existing evidence strongly suggests that immigrant students underperform relative to their native counterparts on measures of mathematics, science, and reading, country-level analyses assessing the homogeneity of the immigrant achievement gap across different factors have not been systematically conducted. Beyond finding a statistically significant average achievement gap, existing findings show considerable variation. The goal of this quantitative synthesis was to analyze effect sizes which compared immigrants to natives on international mathematics, reading, and science examinations.

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Accounting for language background differences in the Australian National Assessments – Literacy and Numeracy

Marks

Phillips²

2020

Aust J Social Issues

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This study examines language background differences in the Australian National Assessments – Literacy and Numeracy (NAPLAN), and the extent that language background differences are accounted for by socioeconomic background, schools and contemporary influences. There are sizable, sometimes very large, differences in performance by language background. Students with Eastern and Southern Asian language backgrounds exhibited high, sometimes very high, mean scores, whereas students with African, Central Asian and Pacific language backgrounds had relatively low mean scores. Language background differences tended to be larger for numeracy than for reading. Parental occupation and education accounted for some of the effects of language background for some groups, but not for Asian groups. Generally, language background effects cannot be attributed to the unequal distribution of language background groups across schools. When considering students' prior achievement, most language background effects, including all language backgrounds with strong negative effects, were reduced substantially often to statistical insignificance. The exceptions are Chinese and other East Asian and Southern Asian language backgrounds.

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Migrant pupils’ scientific performance: the influence of educational system features of origin and destination countries

Cited by 14 publications

References 19 publications

The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

A quantitative synthesis of the immigrant achievement gap across OECD countries

Accounting for language background differences in the Australian National Assessments – Literacy and Numeracy

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