Abstract
The effect of the ethnic composition of schools on primary school maths results of pupils of immigrant origin
Highlights
With some exceptions, children descended from immigrants tend to achieve less success at school than their non-immigrant peers (OECD, 2016)
The intraclass correlation (ICC) is 15.8%, and schools account for approximately 16% of the variability of the Mathematics results
The results presented above reveal that when a student is not descendent from immigrants born in a PALOP, has parents with a high socioeconomic status (SES), has never been subject to retention and is a boy, he is more likely to achieve better results in Math exams
Summary
Children descended from immigrants tend to achieve less success at school than their non-immigrant peers (OECD, 2016). The reasons why these students tend to present a lower level of academic performance are multiple and fall into different domains (societal, community, family, school and individual). In this article we explored the influence of school-related variables – i.e. the school effect on the academic performance of students descended from immigrants. Recent research has revealed the importance of the role which the effects of school social composition play with regard to student outcomes (Agirdag, Van Houtte & Van Avermaet, 2012; Dumay & Dupriez (2008); Jensen & Rasmussen (2011); Van Houtte & Stevens, 2009)
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