Analyzing the Achievement and Isolation of Immigrant and U.S.-Born Students: Insights from PISA 2012

Autor/inn/en	Powers, Jeanne M.; Pivovarova, Margarita
Titel	Analyzing the Achievement and Isolation of Immigrant and U.S.-Born Students: Insights from PISA 2012
Quelle	In: Educational Policy, 31 (2017) 6, S.830-857 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904817719530
Schlagwörter	Immigrants; Academic Achievement; International Assessment; High School Students; Performance Factors; Institutional Characteristics; Mathematics Achievement; Student Characteristics; Comparative Analysis; Scores; Policy Analysis; Educational Administration; Achievement Tests; Secondary School Students; Regression (Statistics); Hierarchical Linear Modeling; Statistical Analysis; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leistungsindikator; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politikfeldanalyse; Bildungsverwaltung; Schuladministration; Schulverwaltung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The 2016 Presidential election and the first months of the Trump administration have propelled immigration to the center of U.S. political debates. We use data from the Programme for International Student Assessment (PISA) 2012 to provide insights into the school experiences of high school-age immigrants and their U.S.-born peers. Our findings indicate that the immigrant-U.S.-born achievement gap is a race and wealth gap, and is also mediated by school factors. We also found that a substantial number of U.S.-born students attended schools that did not enroll immigrant students. We conclude by highlighting the research and policy implications of our findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01