Literaturnachweis - Detailanzeige
Autor/in | Grama?ki, Iulian |
---|---|
Titel | A Comparison of Financial Literacy between Native and Immigrant School Students |
Quelle | In: Education Economics, 25 (2017) 3, S.304-322 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Grama?ki, Iulian) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0964-5292 |
DOI | 10.1080/09645292.2016.1266301 |
Schlagwörter | Money Management; Knowledge Level; Secondary School Students; Unskilled Workers; Second Language Learning; Family Income; Mathematics Tests; Scores; Achievement Tests; Foreign Countries; International Assessment; Regression (Statistics); Cross Cultural Studies; Least Squares Statistics; Statistical Analysis; Program for International Student Assessment Wissensbasis; Sekundarschüler; Unskilled worker; Hilfsarbeiter; Zweitsprachenerwerb; Familieneinkommen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Regression; Regressionsanalyse; Cultural comparison; Kulturvergleich; Statistische Analyse |
Abstract | This paper investigates the gap in Financial Literacy (FL) between native and immigrant 15-year-old school students using data from the 2012 PISA Financial Literacy Assessment. The size of the gap is about 0.15 standard deviations, going up to 0.3 for first-generation immigrants. This is partly because immigrants have poorer economic background, parents that work in lower-skilled jobs, do not speak the test language at home and are placed in later student cohorts. Controlling for this via OLS or matching reduces the unexplained gap, but it still remains significant and displays considerable country-level heterogeneity. It ceases to be significant when the Math score is partialled out. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |