Migrant Youths‘ Educational Achievement: The Role of Institutions

We use 2009 Programme of International Student Assessment (PISA) data to link institutional arrangements in OECD countries to the disparity in reading, math, and science test scores for migrant and native-born students. We find that achievement gaps are larger for those migrant youths who arrive later and for those who do not speak the test language at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases, but by no means in all. Limited tracking on ability appears beneficial for migrants‘ relative achievement, while complete tracking and a large private school sector appear detrimental. Migrant students‘ achievement relative to their native-born peers suffers as educational spending and teachers‘ salaries increase, but is improved when examination is a component of the process for evaluating teachers.Migrant youths; PISA test scores; schools; institutions; academic achievement

Migrant Youths' Educational Achievement: The Role of Institutions

We use 2009 Programme of International Student Assessment (PISA) data to link institutional arrangements in OECD countries to the disparity in reading, math, and science test scores for migrant and native-born students. We find that achievement gaps are larger for those migrant youths who arrive later and for those who do not speak the test language at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases, but by no means in all. Limited tracking on ability appears beneficial for migrants' relative achievement, while complete tracking and a large private school sector appear detrimental. Migrant students' achievement relative to their native-born peers suffers as educational spending and teachers' salaries increase, but is improved when examination is a component of the process for evaluating teachers.migrant youths, PISA test scores, schools, institutions, academic achievement

PERILAKU SOSIAL MAHASISWA MIGRAN DI SEKITARKAMPUS III UNIVERSITAS MUHAMMADIYAH MALANG(Studi Tentang Gaya Hidup dan Pola Interaksi Sosial)

At this time the third campus of UMM students amounts to approximately 23,500 students who come from various corners of the country as migrant students from Kalimantan, Sulawesi and NTB / NTT. Migrant Students must interact with the local community. Effect-influence between the community and immigrants begins with the occurrence of contacts. Immigrants who come from different regions have different cultures and customs if the migrant can not adapt to his new environment will experience a cultural lag that will bring conflict or competition. So cultural diversity will affect migrant students to interact socially with people and lifestyles of migrant students in Malang. Various symbols and way of life will show how lifestyle and patterns of student social interaction. Thus the aim of this study is to describe the lifestyle of migrant students and describe patterns of social interaction around campus III UMM. This study used a qualitative approach and descriptive type of research is qualitative and aims to identify the social behavior of migrant students around campus III UMM. This research was conducted in the vicinity of campus III UMM students who view the social behavior of migrants and using the method of data collection by observation, interview and review of documents that support the research. This study uses an interactive model of data analysis proposed by Miles and Hubberman and is supported by studies based on the sociological theory of symbolic interactionism George Herbert Mead. This theory describes the social interaction of migrants to their new environment by learning the meaning or symbols that exist in society and lifestyle of meaning through symbols. From the research concluded that lifestyle of migrant students studied in the social behavior and economic behavior. Economic behavior of migrant students tend consumptive Kalimantan by the facilities available. Economic behavior of migrant students tend to be consumptive Sulawesi due not affected by the environment and migrant students from NTB / NTT tend not to change because of the demands of parents. Migrant students' social behaviors tend to mingle with Kalimantan non-migrant group but in-group feeling they fade, migrant students and Sulawesi NTB / NTT is still very strong identity of the group (in-group feeling). The pattern of interactions that occur between migrant students with the community initially had conflicts due to migrant students are still adapting to his new environment. Yamng continuous communication and contact cause the pattern of interaction leads to a cooperative (associative). Good relations between migrant students in Malang has a pattern of social interaction asossiatif or cooperation. Cooperation among migrant students in the underlying by the same boat and feeling squeezed in-group intended

Migrant Youths' Educational Achievement: The Role of Institutions

We use 2009 Programme of International Student Assessment (PISA) data to link institutional arrangements in OECD countries to the disparity in reading, math, and science test scores for migrant and native-born students. We find that achievement gaps are larger for those migrant youths who arrive later and for those who do not speak the test language at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases, but by no means in all. Limited tracking on ability appears beneficial for migrants' relative chievement, while complete tracking and a large private school sector appear detrimental. Migrant students' achievement relative to their native-born peers suffers as educational spending and teachers' salaries increase, but is improved when examination is a component of the process for evaluating teachers.

Do Migrant Students Affect Local Students' Academic Achievements in Urban China?

We examine the educational spillover effects of migrant students on local students’ academic achievement in public middle schools in urban China. The identification of peer effects relies on idiosyncratic variation in the proportion of migrant students across classes within schools. We find that the proportion of migrant students in each class has a small, and positive, effect on local students’ test scores in Chinese, but has no significant effect on math and English test scores. We also find considerable evidence of heterogeneity in the effects of the proportion of students in the class on local students’ test scores across subsamples. Local students toward the bottom of the achievement distribution, local students enrolled in small classes and local students enrolled in lower-ranked schools benefit most in terms of test scores from having a higher proportion of migrant students in their class. Our findings have important policy implications for the debate in China about the inclusion of migrant students in urban schools, and for the assignment of educational resources across schools

Migrant Youths' Educational Achievement: The Role of Institutions

We use 2009 Programme of International Student Assessment (PISA) data to link institutional arrangements in OECD countries to the disparity in reading, math, and science test scores for migrant and native-born students. We find that achievement gaps are larger for those migrant youths who arrive later and for those who do not speak the test language at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases, but by no means in all. Limited tracking on ability appears beneficial for migrants' relative achievement, while complete tracking and a large private school sector appear detrimental. Migrant students' achievement relative to their native-born peers suffers as educational spending and teachers' salaries increase, but is improved when examination is a component of the process for evaluating teachers.Migrant Youths; PISA Test Scores; Schools; Institutions; Academic Achievement.

(Biased) grading of students' performance: Students' names, performance level, and implicit attitudes

Biases in pre-service teachers’ evaluations of students’ performance may arise due to stereotypes (e.g., the assumption that students with a migrant background have lower potential). This study examines the effects of a migrant background, performance level, and implicit attitudes toward individuals with a migrant background on performance assessment (assigned grades and number of errors counted in a dictation). Pre-service teachers (N = 203) graded the performance of a student who appeared to have a migrant background statistically significantly worse than that of a student without a migrant background. The differences were more pronounced when the performance level was low and when the pre-service teachers held relatively positive implicit attitudes toward individuals with a migrant background. Interestingly, only performance level had an effect on the number of counted errors. Our results support the assumption that pre-service teachers exhibit bias when grading students with a migrant background in a third-grade level dictation assignment

Immigrant concentration in schools: Consequences for native and migrant students

In this paper, I study the impact of immigrant concentration in primary schools on educational outcomes of native and migrant students in a major Austrian city between 1980-2001. The outcome measures of interest are track attendance after primary education and grade repetition. Using variation in the fraction of students with migration background among adjacent cohorts within schools and drawing special attention to time trends, the analysis shows that migrant students suffer from school-grades with a higher share of migrant students, while natives are not affected on average. These negative spill-over effects are particularly strong between students from the same area of origin, indicating that peer groups in schools form along ethnic dimensions

Peer Effects, Social Multipliers and Migrants at School: An International Comparison

This article analyses the school performance of migrants dependent on peer groups in different international schooling environments. Using data from the international OECD PISA test, we consider social interaction within and between groups of natives and migrants. Results based on social multipliers (Glaeser et al. 2000, 2003) suggest that both native-tonative and migrant-to-migrant peer effects are higher in ability-differencing school systems than in comprehensive schools. Thus, non-comprehensive school systems seem to magnify the already existing educational inequality between students with a low parental socioeconomic migration background and children from more privileged families. Students with a migration background and a disadvantageous parental status would benefit from higher diversity within schools.Peer effects, migration, education, social multipliers, school systems, parental socioeconomic background

Immigrant concentration in schools: Consequences for native and migrant students

In this paper, I study the impact of immigrant concentration in primary schools on educational outcomes of native and migrant students in a major Austrian city between 1980-2001. The outcome measures of interest are track attendance after primary education and grade repetition. Using variation in the fraction of students with migration background among adjacent cohorts within schools and drawing special attention to time trends, the analysis shows that migrant students suffer from school-grades with a higher share of migrant students, while natives are not affected on average. These negative spill-over effects are particularly strong between students from the same area of origin, indicating that peer groups in schools form along ethnic dimensions