Where immigrant students succeed. A comparative review of performance and engagement in PISA 2003.

Institution	OECD
Titel	Where immigrant students succeed. A comparative review of performance and engagement in PISA 2003. Gefälligkeitsübersetzung: Wo ausländische Studenten erfolgreich sind. Ein Vergleich von Leistung und Engagement im Rahmen der PISA-Studie 2003.
Quelle	Paris: OECD (2006), 222 S.; 4045 KB PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	92-64-02360-7
DOI	10.1787/9789264023611-en
Schlagwörter	Kompetenz; Vergleich; Fertigkeit; Leistungsfähigkeit; Problemlösen; Schule; Leistungsschwäche; Lernerfolg; Leistungsmotivation; Lernen; Lesen; Mathematik; Naturwissenschaften; Forschungsbericht; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); PISA (Programme for International Student Assessment); Australien; Belgien; Deutschland; Dänemark; Frankreich; Hongkong; Kanada; Luxemburg; Macao; Neuseeland; Niederlande; Norwegen; OECD-Staaten; Russland; Schweden; Schweiz; USA; Österreich
Abstract	Drawing on data from the OECD's Programme for International Students Assessment (PISA), this report shows that immigrant students are motivated learners and have positive attitudes towards school. Despite these strong learning dispositions immigrant students often perform at significantly lower levels than their native peers in key school subjects, such as mathematics, reading and science, as well as in general problem-solving skills. The differences are most pronounced in Austria, Belgium, Denmark, France, Germany, the Netherlands and Switzerland. In contrast, there is little difference between the performance of immigrant and native students in three of the traditional settlement countries, Australia, Canada, New Zealand, as well as in Macao-China. Of particular concern is the fact that in the majority of countries at least one in four immigrant students do not demonstrate basic mathematics skills as defined in the PISA 2003 assessment. As such these individuals could face considerable challenges in their future professional and personal lives. It is striking that immigrant students in all 17 countries covered in this report express similar, if not higher, levels of motivation than their native counterparts, particularly given the large performance differences across countries. This is an important finding for policy makers, as schools could build upon these strong learning dispositions to help immigrant students succeed in the education system. The report contextualises these results with specific information on immigrant students' social background and the language they speak at home. Results show however that performance differences between immigrant and native students cannot solely be attributed to these student characteristics. The report also provides information on countries' approaches to immigration and the integration of immigrants. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/5