Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in the Programme for International Student Assessment

Autor/in	Ammermueller, Andreas
Titel	Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in the Programme for International Student Assessment
Quelle	In: Education Economics, 15 (2007) 2, S.215-230 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
Schlagwörter	Foreign Countries; Family Characteristics; Scores; Immigrants; Academic Achievement; Student Evaluation; Socioeconomic Status; Correlation; Family Influence; Parent Influence; Educational Attainment; Student Characteristics; Reading Skills; Adolescents; Grade 9; Grade 10; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Schulleistung; Schulnote; Studentische Bewertung; Socio-economic status; Sozioökonomischer Status; Korrelation; Bildungsabschluss; Bildungsgut; Reading skill; Lesefertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; Deutschland
Abstract	Student performance of natives and immigrants differed greatly in the Programme for International Student Assessment 2000 in Germany. This paper analyses the gap in test scores by estimating educational production functions, using an extension study with imputed data. The difference in test scores is assigned to various effects, using a Juhn-Murphy-Pierce decomposition. The analysis reveals that German students have a more favourable family background, particularly in the lower part of the test score distribution. The later enrolment of immigrant students and preferences of parents are more important than parents' education or the family setting for explaining the score gap. Differences in returns have no significant effect. (Contains 1 figure and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10