Mainstream and immigrant students' primary school mathematics achievement differences in European countries

Serkan Arikan*, Fons van de Vijver, Kutlay Yagmur

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

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.
Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalEuropean Journal of Psychology and Education
DOIs
Publication statusPublished - 10 Jan 2020

Fingerprint

Mathematics
primary school
immigrant
mathematics
student
mathematics studies
Educational Status
science studies
first generation
Group
school grade
trend
resources
performance

Keywords

  • Immigrants
  • TIMSS mathematics achievement
  • propensity score matching
  • Multicultural policies

Cite this

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title = "Mainstream and immigrant students' primary school mathematics achievement differences in European countries",
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.",
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Mainstream and immigrant students' primary school mathematics achievement differences in European countries. / Arikan, Serkan; van de Vijver, Fons; Yagmur, Kutlay.

In: European Journal of Psychology and Education, 10.01.2020, p. 1-19.

Research output: Contribution to journalArticleScientificpeer-review

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