Mainstream and Immigrant Students' Primary School Mathematics Achievement Differences in European Countries

Autor/inn/en	Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay
Titel	Mainstream and Immigrant Students' Primary School Mathematics Achievement Differences in European Countries
Quelle	In: European Journal of Psychology of Education, 35 (2020) 4, S.819-837 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arikan, Serkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-019-00456-2
Schlagwörter	Elementary School Students; Immigrants; Mathematics Achievement; Comparative Education; Achievement Tests; International Assessment; Mathematics Tests; Foreign Countries; Grade 4; Individual Development; Europe; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Individuelle Entwicklung; Europa
Abstract	The few studies on the achievement differences of mainstream and immigrant primary school students in large-scale assessments point to an achievement gap in many subject areas, with immigrant students trailing mainstream students. A recurrent methodological problem of these studies is that the two student groups do not come from comparable backgrounds. This study examined the Trends in International Mathematics and Science Study (TIMSS) math achievement of 4th grade mainstream and immigrant students in various European countries. Results showed that there was no systematic difference between first- and second-generation immigrants' mathematics achievement levels. It was found that after statistically matching the background resources of the mainstream and immigrant students, both groups revealed comparable levels in mathematics. Finally, related to country characteristics that were associated with educational achievement, it was found that immigrant students in countries which had higher human development indicators showed higher educational performance. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01