Anabelle Andon|Christopher W. Thompson|Betsy Jane Becker
A quantitative synthesis of the immigrant achievement gap across OECD countries
University of Miami|Florida State University|Florida State University
existing evidence strongly suggests immigrant students underperform relative native counterparts measures mathematics science reading countrylevel analyses assessing homogeneity immigrant achievement gap across different factors systematically conducted beyond finding statistically significant average achievement gap existing findings show considerable variation goal quantitative synthesis analyze effect sizes compared immigrants natives international mathematics reading science examinations used data trends international mathematics science study timss programme international student assessment pisa progress international reading literacy study pirls investigated whether achievement gap larger content areas others among mathematics science reading across different types tests pisa timss pirls across academic grades age whether changed across time standardized mean differences immigrant native students obtained using data 2000 2009 current organisation economic cooperation development oecd countries statistically significant weighted mean effect sizes favored native test takers mathematics reading science effects moderators differed across content areas analyses potential contribute literature variation immigrant achievement gap relates different nationallevel factors