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Immigrants Lagging in Educational Performance
August 2, 2006
It is a wholesome and necessary thing for us to turn again to the earth and in the contemplation of her beauties to know the sense of wonder and humility.
-Rachel Carson
-Rachel Carson
Students from immigrant families lag behind their native counterparts in developed nations. This is the conclusion of a 17-nation study by the Organization for Economic Cooperation and Development reported in Education Week (May 24, 2006; www.edweek.org). This study was a first-ever analysis of how the world’s 200 million immigrant children fare in school. Some findings…
- On average in the 17 developed nations, immigrant students scored over 40% lower in math performance than their native peers.
- In most countries, a quarter or more of immigrant 15-year-olds did not score high enough on the math test to reach basic levels of proficiency.
- Immigrant children in European countries performed particularly poorly. The math achievement gap between first-generation immigrants and native students was on average 1.5 years in Austria, Belgium, Denmark, France, the Netherlands, and Switzerland.
- First generation U.S. students trailed about 6 months behind native peers in math tests.
- In three nations (Australia, Canada, and New Zealand) and the Chinese territory of Macao, newcomers scored on par with their native born peers. These countries tended to have more established, systematic approaches to teaching the language of instruction.
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Comments (3)
Displaying All 3 CommentsTennessee, United States
I'm an immigrant child who arrived in Canada at age 14. I moved to USA in my late 20s. I have always believed and stated that the program to educate immigant children in Canada was much better than USA. In my case, I was taught in English only, no one translated, my teacher spoke English only; it made me resourceful and to believe in myself. We were taught with love, understanding, and lots of encouragement. As an immigrant child I always felt welcome, not a burden; I was made to believe that I could be a valuable citizen and contribute to society, not that I'm here to take someone else's job. This experience was a long time ago so I don't exactly remember any particular techniques. I spent half of my school day in a multi-age ELL class (grades 7-9; middle school in Canada).
Collaborative for Children
Houston, Texas, United States
I am very intereseted in reading more about the "more established, systematic approaches to teaching the language of instruction" used in Australia, Canada, New Zealand and the Chinese territory of Macao you mention in your daily email dated 8-2-06.
Thank you
Halsey, Oregon, United States
It says "In three nations (Australia, Canada, and New Zealand) and the Chinese territory of Macao, newcomers scored on par with their native born peers. These countries tended to have more established, systematic approaches to teaching the language of instruction." How do I find out whta that systematic apprach is? What language do they teach in? Their own or the students?
Just want to know... Reta
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