المؤلفون: Cobb-Clark, Deborah A., Sinning, Mathias, Stillman, Steven

مصطلحات موضوعية: ddc:330, F22, I24, Migrant youths, PISA test scores, schools, institutions, academic achievement

الوصف: We use 2009 Programme of International Student Assessment (PISA) data to link institutional arrangements in OECD countries to the disparity in reading, math, and science test scores for migrant and native-born students. We find that achievement gaps are larger for those migrant youths who arrive later and for those who do not speak the test language at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases, but by no means in all. Limited tracking on ability appears beneficial for migrants' relative achievement, while complete tracking and a large private school sector appear detrimental. Migrant students' achievement relative to their native-born peers suffers as educational spending and teachers' salaries increase, but is improved when examination is a component of the process for evaluating teachers. ; Wir verwenden PISA-Daten aus dem Jahr 2009, um einen Zusammenhang zwischen institutionellen Rahmenbedingungen in OECD-Ländern und Unterschieden in den Testergebnissen in den Bereichen Lesen, Mathematik und Naturwissenschaften zwischen einheimischen und ausländischen Schülern herzustellen. Wir beobachten geringere Lernerfolge bei ausländischen Schülern, die relativ spät eingewandert sind und/oder die Sprache des Leistungstests nicht zu Hause sprechen. Institutionelle Rahmenbedingungen mildern die Leistungsunterschiede für einige ausländische Schüler, haben aber auf andere Schüler keine oder sogar negative Auswirkungen. Ein frühes Einschulungsalter hilft beispielsweise ausländischen Schülern in einigen Fällen, aber keineswegs in allen. Eine geringe Einteilung in Leistungsklassen erscheint förderlich für den relativen Erfolg ausländischer Schüler, während eine starke Einteilung in Leistungsklassen und ein hoher Anteil privater Schulen schädlich zu sein scheinen. Der relative Lernerfolg ausländischer Studenten leidet, wenn ...

العلاقة: Series: Ruhr Economic Papers; No. 292; urn:isbn:978-3-86788-337-5; gbv-ppn:722359373; http://hdl.handle.net/10419/61683Test; RePEc:zbw:rwirep:292

الإتاحة: http://hdl.handle.net/10419/61683Test

المؤلفون: Cobb-Clark, Deborah, Sinning, Mathias, Stillman, Steven

مصطلحات موضوعية: ddc:330, Migrant Youths, PISA Test Scores, Schools, Institutions, Academic Achievement

الوصف: We use 2009 Programme of International Student Assessment (PISA) data to link institutional arrangements in OECD countries to the disparity in reading, math, and science test scores for migrant and native-born students. We find that achievement gaps are larger for those migrant youths who arrive later and for those who do not speak the test language at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases, but by no means in all. Limited tracking on ability appears beneficial for migrants' relative achievement, while complete tracking and a large private school sector appear detrimental. Migrant students' achievement relative to their native-born peers suffers as educational spending and teachers' salaries increase, but is improved when examination is a component of the process for evaluating teachers.

العلاقة: Series: CReAM Discussion Paper Series; No. 20/11; https://hdl.handle.net/10419/295395Test; RePEc:crm:wpaper:1120

الإتاحة: https://hdl.handle.net/10419/295395Test

المؤلفون: Cobb-Clark, Deborah A., Sinning, Mathias, Stillman, Steven

المصدر: Annals of the American Academy of Political and Social Science

مصطلحات موضوعية: Keywords: academic achievement, institutions, migrant youths, PISA test scores, schools, edu, hisphilso

الوصف: The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries' to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases but by no means in all. Limited tracking of students by ability appears to be beneficial for migrants' relative achievement, while complete tracking and the presence of a large private school sector appear to be detrimental. Migrant students' achievement, relative to their native-born peers, suffers as educational spending and teachers' salaries increase, but it improves when teacher evaluation includes an examination component.

العلاقة: http://hdl.handle.net/1885/38270Test

الإتاحة: http://hdl.handle.net/1885/38270Test

المؤلفون: Cobb-Clark, Deborah A., Sinning, Mathias, Stillman, Steven

المساهمون: Adserà, Alícia, Tienda, Marta

مصطلحات موضوعية: Academic achievement, Institutions, Migrant youths, PISA test scores, Schools, 3300 Social Sciences, 3312 Sociology and Political Science

الوصف: The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries' to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases but by no means in all. Limited tracking of students by ability appears to be beneficial for migrants' relative achievement, while complete tracking and the presence of a large private school sector appear to be detrimental. Migrant students' achievement, relative to their native-born peers, suffers as educational spending and teachers' salaries increase, but it improves when teacher evaluation includes an examination component.

الإتاحة: https://doi.org/10.1177/0002716212440786Test
https://espace.library.uq.edu.au/view/UQ:327129/UQ327129OA.pdfTest
https://espace.library.uq.edu.au/view/UQ:327129Test

المؤلفون: Cobb-Clark, Deborah A., Sinning, Mathias, Stillman, Steven

المصدر: Annals of the American Academy of Political and Social Science

مصطلحات موضوعية: Keywords: academic achievement, institutions, migrant youths, PISA test scores, schools

الوصف: The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries' to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases but by no means in all. Limited tracking of students by ability appears to be beneficial for migrants' relative achievement, while complete tracking and the presence of a large private school sector appear to be detrimental. Migrant students' achievement, relative to their native-born peers, suffers as educational spending and teachers' salaries increase, but it improves when teacher evaluation includes an examination component.

العلاقة: http://hdl.handle.net/1885/38270Test; https://openresearch-repository.anu.edu.au/bitstream/1885/38270/5/The_ANNALS_of_the_American_Academy_of_Political_and_Social_Science-2012Test-Cobb-Clark-18-45.pdf.jpg; https://openresearch-repository.anu.edu.au/bitstream/1885/38270/7/01_Cobb-Clark_Migrant_Youths%27_Educational_2012.pdf.jpgTest

الإتاحة: https://doi.org/10.1177/0002716212440786Test
http://hdl.handle.net/1885/38270Test
https://openresearch-repository.anu.edu.au/bitstream/1885/38270/5/The_ANNALS_of_the_American_Academy_of_Political_and_Social_Science-2012Test-Cobb-Clark-18-45.pdf.jpg
https://openresearch-repository.anu.edu.au/bitstream/1885/38270/7/01_Cobb-Clark_Migrant_Youths%27_Educational_2012.pdf.jpgTest