Abstract
Migrant pupils’ scientific performance: the influence of educational system features of origin and destination countries
Highlights
Earlier studies using a double perspective indicate that several macro-characteristics of both destination and origin countries affect the educational performance of migrant children
After controlling for a wide range of individual background characteristics, differences in educational performance continue to exist across migrants from different regions of origin and across migrants living in different destination countries (Schnepf 2006; Marks 2005; Levels and Dronkers, 2008)
A substantial share of the differences in educational achievement across different origin groups and across migrants living in different destination countries can be attributed to differences in individual background characteristics of these groups and to the overall educational performance in their destination countries
Summary
Earlier studies using a double perspective (destination & origin) indicate that several macro-characteristics of both destination and origin countries affect the educational performance of migrant children. In order to explain the remaining cross-group and cross-national variation, Levels, Dronkers, and Kraaykamp (2008) have examined the relevance of a range of contextual features of both countries of origin and destination Their results indicate that several macro-characteristics of both destination and origin countries affect the educational performance of migrant children. Levels et al (2008) conclude that an exclusive focus on individual qualities cannot sufficiently explain the educational performance of migrant children Contextual features of both origin and destination countries do affect the educational performance of migrant children, and must be part of any explanation of migrant children’s school success
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