Mathematics Achievement by Immigrant Children

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Abstract

In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born childrenpresumably children of indigenous groupsthan among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.

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How to Cite
Huang, G. G. (2000). Mathematics Achievement by Immigrant Children. Education Policy Analysis Archives, 8, 25. https://doi.org/10.14507/epaa.v8n25.2000
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Author Biography

Gary G. Huang, Synectics for Management Decisions, Inc., Arlington VA (U.S.A.)

Gary Huang is a research sociologist working in education and public policy related areas. His research interests include minority children's socialization and schooling, institutional effects on learning, rural education, and cross-cultural research and communication. He works mainly with large-scale survey data analyses but has a broad interest in other approaches to research. Supported by a grant from U.S. Department of Education, he is currently working on a cross-dataset synthetic analysis looking at the district-level resource and student-level academic achievement relationships.

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