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How does the achievement gap between immigrant and native-born pupils progress from primary to secondary education?

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  • ALIEVA Aigul
  • HILDEBRAND Vincent
  • VAN KERM Philippe

Abstract

This paper documents the change in educational achievement differences between native and foreign background students between the ages of 10 and 15, as they progress from primary to secondary education. We examine three cohorts of students in a number of Western European and traditional English-speaking immigration countries using combinations of PIRLS, TIMSS and PISA survey data. While the performance of students with mixed parents is not markedly different from native students’, foreign background children—both first- and second-generation—exhibit a large achievement gap at age 10 in continental Europe, even when accounting for observable differences in socio-economic characteristics. The gap tends to narrow down by age 15 in reading, but no catching up is observed in mathematics. By contrast, we do not find significant differences between the academic achievements of immigrant children and their native-born peers in traditional immigration countries.

Suggested Citation

  • ALIEVA Aigul & HILDEBRAND Vincent & VAN KERM Philippe, 2018. "How does the achievement gap between immigrant and native-born pupils progress from primary to secondary education?," LISER Working Paper Series 2018-20, Luxembourg Institute of Socio-Economic Research (LISER).
    • Handle: RePEc:irs:cepswp:2018-20
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    References listed on IDEAS

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    1. Jakubowski, Maciej & Pokropek, Artur, 2015. "Reading achievement progress across countries," International Journal of Educational Development, Elsevier, vol. 45(C), pages 77-88.
    2. Eric R. Nielsen, 2015. "Achievement Gap Estimates and Deviations from Cardinal Comparability," Finance and Economics Discussion Series 2015-40, Board of Governors of the Federal Reserve System (U.S.).
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    Cited by:

    1. Vonnahme, Christina, 2021. "Do migrant-native achievement gaps narrow? Evidence over the school career," Ruhr Economic Papers 932, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
    2. Lisa Sofie Höckel, 2024. "Language lesson learned—foreign-origin teachers and their effect on students’ language skills," Journal of Population Economics, Springer;European Society for Population Economics, vol. 37(2), pages 1-32, June.

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    More about this item

    Keywords

    Achievement gap; foreign-born students; primary education; secondary education; test scores comparability; Europe; Traditional Immigration Countries; TIMSS; PIRLS; PISA;
    All these keywords.

    JEL classification:

    • C14 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Semiparametric and Nonparametric Methods: General
    • D63 - Microeconomics - - Welfare Economics - - - Equity, Justice, Inequality, and Other Normative Criteria and Measurement

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