The Impact of Parents' Years since Migration on Children's Academic Achievement

In this paper, we employ register data for eight cohorts of second-generation immigrant pupils to identify the impact of each parent's years since migration on their children's school achievements. We exploit local variation in years since migration and within-family variation. We find evidence of a positive impact of parents' years since migration on children's academic achievement. Mothers' years of residence tend to be more important for Danish, while fathers' years of residence tend to be more important for math. The effects vary by gender, and family-specific effects influence girls' and boys' educational attainment differently.intergenerational mobility, years since migration, scholastic achievement, immigrant children, second generation, fixed effects

Faktorer af betydning for kvalitet i specialskoler: En survey‐kortlægning blandt specialskoler og PPR

Børne‐ og undervisningsministeriet indgik i december 2012 en aftale om i et forskningsmæssigt samarbejde mellem Aarhus Universitet (Institut for Uddannelse og Pædagogik/forskningsprogrammet SILO) og SFI at gennemføre et projekt, der har til formål at etablere viden om kvalitet på specialskolerne og udvikle kvalitet på skolerne. De enkelte dele af projektet er beskrevet i fem rapporter og tre former for kvalitetsudviklingsværktøjer. De fem rapporter er alle udgivet af Institut for Uddannelse og Pædagogik på Aarhus Universitet

Specialskoleelevers resultater ved skolegangens afslutning og fem år senere

Børne‐ og undervisningsministeriet indgik i december 2012 en aftale om i et forskningsmæssigt samarbejde mellem Aarhus Universitet (Institut for Uddannelse og Pædagogik/forskningsprogrammet SILO) og SFI at gennemføre et projekt, der har til formål at etablere viden om kvalitet på specialskolerne og udvikle kvalitet på skolerne. De enkelte dele af projektet er beskrevet i fem rapporter og tre former for webbaserede kvalitetsudviklingsværktøjer. De fem rapporter er alle udgivet af Institut for Uddannelse og Pædagogik på Aarhus Universitet, hvor de også kan downloades gratis

Sources of Immigrants' Underachievement: Results from PISA—Copenhagen

This study examines potential sources of the immigrant-native test score gap using data from the recently released PISA replicate study for Copenhagen (Denmark). It is shown that even in a school system that is successfully equalizing endowments of traditional resources across schools attended by native and immigrant students, differences in other school inputs remain. Especially, the culture of achievement appears less well developed at schools attended by immigrant students (even though general teacher support is at similar levels), and also the peer composition and the provision of specialized teachers is less favourable. These results point at several relevant policy recommandations.Urban schools, immigrant-native test score gap, PISA-Copenhagen,

Source country differences in test score gaps: evidence from Denmark

We combine data from three studies for Denmark in the PISA 2000 framework to investigate differences in the native-immigrant test score gap by country of origin. In addition to the controls available from PISA data sources, we use student-level data on home background and individual migration histories linked from administrative registers. We find that second-generation students from Lebanon and Pakistan increase their reading scores substantially compared with the first generation, while there is no improvement for students from Turkey, the single largest immigrant group. Native-immigrant gaps in mathematics are generally smaller than in reading skills, suggesting that part of the native-immigrant gap is due to lower language proficiency of immigrant students.immigrants, PISA, country of origin, native-immigrant gap,