Migrant Youths' Educational Achievement: The Role of Institutions

Cobb-Clark, Deborah A., Sinning, Mathias and Stillman, Steven (2012) Migrant Youths' Educational Achievement: The Role of Institutions. Annals of the American Academy of Political and Social Science, 643 1: 18-45. doi:10.1177/0002716212440786

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
UQ327129OA.pdf Full text (open access) application/pdf 727.79KB 0

Author Cobb-Clark, Deborah A.
Sinning, Mathias
Stillman, Steven
Title Migrant Youths' Educational Achievement: The Role of Institutions
Journal name Annals of the American Academy of Political and Social Science   Check publisher's open access policy
ISSN 0002-7162
1552-3349
Publication date 2012-01-01
Year available 2012
Sub-type Article (original research)
DOI 10.1177/0002716212440786
Open Access Status File (Author Post-print)
Volume 643
Issue 1
Start page 18
End page 45
Total pages 28
Place of publication Thousand Oaks, CA United States
Publisher Sage Publications, Inc.
Language eng
Subject 3312 Sociology and Political Science
3300 Social Sciences
Abstract 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.
Keyword Academic achievement
Institutions
Migrant youths
PISA test scores
Schools
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
School of Economics Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 14 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 16 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Sat, 29 Mar 2014, 00:35:57 EST by Alys Hohnen on behalf of School of Economics