Mathematics Achievement by Immigrant Children
Keywords:Children, Elementary Education, Foreign Countries, Immigrants, Mathematics Achievement, Science Achievement
AbstractIn 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.
Download data is not yet available.
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