Do School Segregation and School Resources Explain Region-of-Origin Differences in the Mathematics Achievement of Immigrant Students?
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SourceEducational Research and Evaluation, 13, 5, (2007), pp. 435-462
Article / Letter to editor
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Educational Research and Evaluation
SubjectInequality Cohesion Rationalization; Ongelijkheid Cohesie Rationalisatie
Levels and Dronkers (2006) showed that educational achievement differs between immigrant students from different regions of origin (Latin America, Northern Africa, and Western Asia). This follow-up paper establishes whether these differences in educational achievement between immigrant students from different regions of origin can be explained by school segregation, whether along ethnic or socioeconomic lines. Ethnic and socioeconomic school segregation have a negative influence on the scholastic achievement of all students, although the impact of socioeconomic school segregation is greater than that of ethnic school segregation. Ethnic school segregation affects the scholastic outcomes of native and immigrant students from some regions of origin more than those of immigrant students from other regions. The analysis shows that neither ethnic, nor socioeconomic, school segregation explains the lower mathematics achievement of immigrant students from Latin America, Northern Africa, and Western Asia.
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