Mainstream and immigrant students' primary school mathematics achievement differences in European countries
Arikan,Serkan van de Vijver,Fons Yagmur,Kutlay
Arikan,Serkan
van de Vijver,Fons
Yagmur,Kutlay
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.
Description
Date
2020-12
Journal Title
Journal ISSN
Volume Title
Publisher
Research Projects
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Journal Issue
Keywords
Immigrants, TIMSS mathematics achievement, propensity score matching, Multicultural policies
Citation
Arikan, S, van de Vijver, F & Yagmur, K 2020, 'Mainstream and immigrant students' primary school mathematics achievement differences in European countries', European Journal of Psychology and Education, vol. 35, no. 4, 35, pp. 819-837. https://doi.org/10.1007/s10212-019-00456-2