1996-3777 (online)
1990-8539 (print)
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A series of reports on the OECD’s Programme for International Student Assessment’s (PISA) periodic testing program on student performance. The reports generally compare student (15 year olds) academic performance across countries, or discuss the methodology used to gather the data.

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Where Immigrant Students Succeed

Where Immigrant Students Succeed

A Comparative Review of Performance and Engagement in PISA 2003 You or your institution have access to this content

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14 May 2006
9789264023611 (PDF) ;9789264023604(print)

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Drawing on data from the OECD’s Programme for International Students Assessment (PISA), this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts. As well as providing information on countries’ approaches to the integration of immigrants, it looks at other factors that could influence immigrant students’ performance – such as their attitudes to school, their motivation and learning strategies as well as their social background and the language spoken at home – giving valuable implications for educational policy.
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  • Executive Summary
    Based on the assumption 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.
  • Countries' Immigration Histories and Populations
    Migration movements form a central part of human history. In the social sciences, migration is most generally defined as "crossing the boundary of a political or administrative unit for a certain minimum period" where, in the case of international migration, the boundary involves the border of a state (Castles, 2000, p. 270; Skeldon, 1997).
  • Performance of Immigrant Students in 2003
    Although the past few decades have seen high levels of immigration to industrialised countries, it is only in recent years that international databases have become available with which to conduct quantitative studies on the situation of immigrant students.
  • Background Characteristics, Mathematics Performance and Learning Environments of Immigrant Students
    Chapter 2 provided a detailed description of immigrant student performance within the case countries. The results indicate that in most countries first-generation students and secondgeneration students tend to lag behind their native peers. The literature suggests a variety of factors that may explain immigrant students’ lower performance.
  • Immigrant Students' Approaches to Learning
    While previous chapters have focused on student performance and its relationship with student background, it is also important to examine how well education systems are serving immigrant students in other aspects of learning. School systems not only need to provide students with essential literacy skills, but also with other fundamental skills and dispositions necessary to manage their own learning.
  • Policies and Practices to Help Immigrant Students Attain Proficiency in the Language of Instruction
    In order to contextualise the findings from Chapters 2 to 4 which focused on immigrant students’ school performance and engagement, Chapter 1 provided background information on immigration policies and immigrant populations in the case countries.
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