PISA Mathematics and Reading Performance Differences of Mainstream European and Turkish Immigrant Students

Autor/inn/en	Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay
Titel	PISA Mathematics and Reading Performance Differences of Mainstream European and Turkish Immigrant Students
Quelle	In: Educational Assessment, Evaluation and Accountability, 29 (2017) 3, S.229-246 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-017-9260-6
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Mathematics Achievement; Reading Achievement; Immigrants; Scores; Test Bias; Reading Tests; Mathematics Tests; Predictor Variables; Effect Size; Comparative Analysis; Educational Policy; Turkey; Europe; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Immigrant; Immigrantin; Immigranten; Testkritik; Lesetest; Prädiktor; Politics of education; Bildungspolitik; Türkei; Europa
Abstract	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 0.65 SD (down from a value of 0.96 before correction) for reading and 0.58 SD (down from 0.78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01