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1.
Past research has shown that Hispanic students make test score gains relative to whites as they age through school; however, this finding stands in contrast to the experience of blacks, who show little change in their relative position over the same time frame. Distinguishing Hispanic students by immigrant generation, I find that the children of immigrants (first- and second-generation Hispanics) drive the improvement in Hispanic test scores. Later-generation Hispanics consistently perform slightly below whites, perhaps due to negative selection into ethnic identification. Thus, previous estimates vastly understate the progress of first- and second-generation Hispanic immigrants. From a negative gap in 3rd grade, these students surpass socioeconomically similar whites in math and reading by middle school and end 8th grade as much as a quarter of a standard deviation ahead. Assimilation alone cannot explain this progress; a potential explanation is that immigrant parents create a home environment that fosters achievement. 相似文献
2.
Serkan Arikan Fons J. R. van de Vijver Kutlay Yagmur 《Educational Assessment, Evaluation and Accountability》2017,29(3):229-246
Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we examined the role of bias and various measures related to immigrant integration policies of the host societies. Results of a multilevel analysis of reading and mathematics tests demonstrated that at individual level, students with higher scores on an index of economic, social, and cultural status obtained higher achievement scores. At country level, MIPEX scores of education and the human development index of participating countries could predict differences in reading results but not in mathematics. After correction for background characteristics, effect sizes showed a difference of .65 SD (down from a value of .96 before correction) for reading and .58 SD (down from .78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers. 相似文献
3.
In this paper, we study the evolution of cognitive and noncognitive skills gaps for children of immigrants between kindergarten and 5th grade using two cohorts of elementary school students. We find some evidence that children of immigrants begin school with lower math scores than children of natives, but this gap disappears in later elementary school. For noncognitive skills, children of immigrants and children of natives score similarly in early elementary school, but a positive gap opens up in 2nd grade. We find that the growth in noncognitive skills is driven by disadvantaged immigrant students. We discuss potential explanations for the observed patterns of skill development as well as the implications of our results for the labor market prospects of children of immigrants. 相似文献
4.
Chris Sakellariou 《Educational Research and Evaluation》2018,24(6-7):394-416
The literature on the immigrant–native educational achievement gap is suggestive of a better performance of immigrant students in countries practising selective immigration policies. However, the origin of such differences has not been investigated. I considered both important observed characteristics as well as the role of unobservables in the formation of immigrant–native achievement differences in 4 selective immigration countries. I found that, if the comparison is between selective immigration countries as a group and other European/Organisation for Economic Co-operation and Development (OECD) countries, immigrant students in selective immigration countries perform better. However, the results are heterogeneous and different conclusions apply to each of the 4 countries. The findings are discussed in the context of successful immigration policies as screening devices, which induce a self-selection of immigrants with transferable and adaptive skills. Potentially important are also institutional differences with respect to how inclusionary and conducive to the integration of immigrants into the host country policies are. 相似文献
5.
Using PISA and PIAAC data from twelve OECD countries, we examine the gap in cognitive skills among immigrants and natives and evaluate how those differences have evolved over time. We also consider how demographics, family background and school quality explain the development of cognitive skills of young people with immigrant backgrounds. The results show, first, that some convergence in skills occurs between second-generation immigrants and natives over time. Second, demographics, family background and school quality variables all contribute to the achievement gaps across different groups. 相似文献
6.
Robin Ulriksen Åse Sagatun Henrik Daae Zachrisson Trine Waaktaar Arne Ola Lervåg 《Scandinavian Journal of Educational Research》2013,57(3):357-376
Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes. 相似文献
7.
International studies, such as the Programme for International Student Assessment (PISA), have shown that, in most participating countries, students who do not typically speak the test language at home reach lower levels of reading comprehension than students using the test language at home (Stanat & Christensen, 2006). Results from PISA indicate that Germany is among the countries with the most pronounced differences in reading comprehension between immigrant students and students from native families. The present article summarizes these findings and shows that the reading achievement gap persists even when the socioeconomic and educational background of students?? families are controlled. Furthermore, although controlling for background factors reduces the effect of the language spoken at home on reading, it continues to be substantial. Using these findings as a starting point, the article addresses the question of what should be done to close this gap. It summarizes research findings indicating that oral proficiency presents an important determinant of reading comprehension in a second language. This suggests that effective general approaches to second-language teaching are needed to promote reading literacy in a L2. The article closes with a discussion of the available evidence on the effectiveness of such approaches and outlines the need for further research. 相似文献
8.
Between 2009 and 2018, many states dramatically changed income eligibility limits for parental Medicaid. We examine whether increasing parental Medicaid eligibility had spillover benefits on children's development. We study the effects of state-level changes in parental income limits for Medicaid on 3rd through 8th grade mathematics and English-language arts (ELA) achievement using county-level administrative test score data. We find that a 50-percentage point increase in parental Medicaid income limits, roughly equal to the average state increase in eligibility over this period, is associated with a 1.5% reduction in the socioeconomic achievement gap for math and a 3% reduction in the white-black math achievement gap. Math test scores improved significantly following parental Medicaid eligibility expansions among black students residing in poorer counties, with little estimated change in test scores for black students in higher income counties. We find no effect in ELA achievement gaps or white-Hispanic test score gaps. Our findings suggest that means-tested policies that improve parental and family wellbeing have important spillover benefits to children's educational achievement and can help reduce inequities in children's human capital development. 相似文献
9.
Hongli Li 《Assessment in Education: Principles, Policy & Practice》2016,23(4):473-494
Drawing on the programme for international student assessment 2009 US data-set, this study examines the relationship between formative assessment and students’ reading achievement using a structural equation modelling approach. We find that formative assessment is positively related to students’ reading achievement directly and indirectly (through teacher–student relationship and attitude towards reading) for all students. The direct relationship between formative assessment and reading achievement is significantly stronger for Black students than for White students, whether or not student socio-economic status (SES), gender and school mean SES are controlled for. The total relationship (the direct plus the indirect relationship) between formative assessment and reading achievement also appears to be stronger for Black students than for White students; however, the difference is not statistically significant whether or not we control for covariates. No significant difference is found between White and Hispanic students in terms of the direct and the total relationship between formative assessment and reading achievement. Using a nationally representative data-set, this study provides empirical evidence that formative assessment is positively related to students’ reading achievement in general. In addition, this study provides preliminary evidence to show the potential of formative assessment to help reduce achievement gaps between Black and White students. The implications and limitations of the study are also discussed. 相似文献
10.
In England, students with immigrant background exhibit lower educational attainment than those without immigrant background. Family socioeconomic status (SES) helps explain differences in educational attainment, but a gap remains that differs in size for students with different immigrant backgrounds. While the explanatory repertoire for the remaining gap is broad, it has been neglected to comprehensively investigate whether family SES constructs are equivalent across students with different immigrant backgrounds. Using data from the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) for England (n = 4,315), the paper applies exploratory structural equation modelling (ESEM) to evaluate measurement invariance of family background constructs across students without and with immigrant background, specifically Pakistani/Bangladeshi immigrant background. Results suggest differences in the structure of family SES indicators across groups and in their association with educational attainment. Complementary variables are suggested to enhance family SES indicators. Findings are relevant to researchers investigating educational inequalities related to immigrant background. 相似文献
11.
Steve Song 《Economics of Education Review》2011,30(5):938-949
This investigation examines the role of students’ home and school variables in producing the achievement gap between second-generation Turkish students and their native peers in Austria, Germany, and Switzerland. Using the data from PISA 2006, this study supports past findings that both home and school resources affect the educational outcomes of immigrant students in their host society's school system. Specifically, the findings reveal that in Austria, Germany, and Switzerland, second-generation Turkish students had significant disadvantages in terms of allocated resources at home and in school. More often than not, these disadvantages were found to have significantly negative effects in terms of second-generation Turkish students’ test outcomes relative to their native peers. In all three countries, however, the differences between the second-generation Turkish students and their native peers in terms of their family/home resources were found to explain more of the achievement gap than the differences in their schooling resources. 相似文献
12.
Spyros Konstantopoulos Wei Li Shazia R. Miller Arie van der Ploeg 《The Journal of educational research》2017,110(4):319-330
The authors examined differential effects of interim assessments on minority and low socioeconomic status students' achievement in Grades K–6. They conducted a large-scale cluster randomized experiment in 2009–2010 to evaluate the impact of Indiana's policy initiative introducing interim assessments statewide. The authors used 2-level models to analyze the single-grade data and determine whether interim assessments interacted with student ethnicity, socioeconomic status, gender, or school composition (i.e., percent of minority or disadvantaged students). The authors also combined estimates across grades using fixed effects meta-analysis. Results indicated little evidence about differential effects. The majority of interaction estimates were insignificant and close to zero. There is some indication that in Grades K–2 Indiana's interim assessment may have closed the Hispanic–White gap in reading. In kindergarten and Grade 3 the treatment may have widened the gap between schools with higher and lower percentages of minority students and may have reduced the gap between schools with higher and lower percentages of economically disadvantaged students in mathematics. 相似文献
13.
John Jerrim 《牛津教育评论》2013,39(3):310-333
A small group of high-performing East Asian economies dominate the top of the Programme for International Student Assessment (PISA) rankings. This has caught the attention of Western policymakers, who want to know why East Asian children obtain such high PISA scores, and what can be done to replicate their success. In this paper I investigate whether children of East Asian descent, who were born and raised in a Western country (Australia), also score highly on the PISA test. I then explore whether their superior performance (relative to children of Australian heritage) can be explained by reasons often given for East Asian students’ extraordinary educational achievements. My results suggest that second-generation East Asian immigrants outperform their native Australian peers by approximately 100 test points. Moreover, the magnitude of this achievement gap has increased substantially over the last ten years. Yet there is no ‘silver bullet’ that can explain why East Asian children obtain such high levels of academic achievement. Rather a combination of factors, each making their own independent contribution, seem to be at play. Consequently, I warn Western policymakers that it may only be possible to catch the leading East Asian economies in the PISA rankings with widespread cultural change. 相似文献
14.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
15.
Andrea Netten Hans Luyten Mienke Droop Ludo Verhoeven 《Journal of Research in Reading》2016,39(2):189-208
This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first‐language (L1) and 208 second‐language (L2) fourth‐grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement. 相似文献
16.
Wei-Cheng Mau 《Psychology in the schools》1997,34(3):267-277
This study investigates the differences in parental influence on academic achievement of Asian immigrants, Asian Americans, and White Americans. The sample consisted of a nationally representative sample of 10th grade students obtained from the National Educational Longitudinal Study of 88, first follow-up, sponsored by the National Center for Educational Statistics. Results indicate that both Asian immigrants and Asian Americans spent significantly more time on homework and perceived higher parental educational expectation than did White American students. White American students, on the other hand, reported more parental involvement in school activities. A negative relationship between parental involvement and academic achievement was found for the Asian immigrant and Asian American students. Implications of the findings on academic achievement are discussed based on cultural perspectives. © 1997 John Wiley & Sons, Inc. 相似文献
17.
This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender–immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students’ abilities to transfer knowledge to new situations that have not been learned in the classroom. 相似文献
18.
The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement. Furthermore, proportionally more African American students remained in the preoperational stage of development as compared to their same-age Caucasian peers. Finally, after controlling for cognitive developmental level, the achievement gap between the two groups became statistically indistinguishable, suggesting that cognitive developmental level mediates the relationship between ethnicity and mathematic achievement. 相似文献
19.
Ryan J. Kettler Michael C. Rodriguez Daniel M. Bolt Stephen N. Elliott Peter A. Beddow Alexander Kurz 《教育实用测度》2013,26(3):210-234
Federal policy on alternate assessment based on modified academic achievement standards (AA-MAS) inspired this research. Specifically, an experimental study was conducted to determine whether tests composed of modified items would have the same level of reliability as tests composed of original items, and whether these modified items helped reduce the performance gap between AA-MAS eligible and ineligible students. Three groups of eighth-grade students (N?=?755) defined by eligibility and disability status took original and modified versions of reading and mathematics tests. In a third condition, the students were provided limited reading support along with the modified items. Changes in reliability across groups and conditions for both the reading and mathematics tests were determined to be minimal. Mean item difficulties within the Rasch model were shown to decrease more for students who would be eligible for the AA-MAS than for non-eligible groups, revealing evidence of differential boost. Exploratory analyses indicated that shortening the question stem may be a highly effective modification, and that adding graphics to reading items may be a poor modification. 相似文献
20.
Levels and Dronkers (2006) showed that educational achievement differs between immigrant students from different regions of origin (Latin America, Northern Africa, and Western Asia). This follow-up paper establishes whether these differences in educational achievement between immigrant students from different regions of origin can be explained by school segregation, whether along ethnic or socioeconomic lines. Ethnic and socioeconomic school segregation have a negative influence on the scholastic achievement of all students, although the impact of socioeconomic school segregation is greater than that of ethnic school segregation. Ethnic school segregation affects the scholastic outcomes of native and immigrant students from some regions of origin more than those of immigrant students from other regions. The analysis shows that neither ethnic, nor socioeconomic, school segregation explains the lower mathematics achievement of immigrant students from Latin America, Northern Africa, and Western Asia. 相似文献