Migrants in Education – what factors are important? A study of European Countries participating in PIRLS2006

This report on migrant students overall reading ability is part of a larger project on migrants in education. Within the same project a parallel report focuses on what matters for migrant students’ overall mathematical ability. Both reports address 4th grade migrant students achievement in European countries. The present report makes use of the IEA study PIRLS2006. The parallel report on migrant students overall mathematical ability makes use of the IEA study TIMSS2007. This report focuses on 13 European countries participating in PIRLS2006 and who met the criteria of at least 3 percent migrant students in their samples. The analyses performed demonstrate that although a larger impact is found for various factors at the individual student level, factors at the level of classroom and school have an impact as well on migrant students overall reading ability. The study argues the importance of acknowledging the difference within the migrant student group where special analyses are performed for 1st and 2nd generation migrant students. The findings are discussed in terms of possible policy implications.JRC.G.3-Econometrics and applied statistic

Rad3ATR Decorates Critical Chromosomal Domains with γH2A to Protect Genome Integrity during S-Phase in Fission Yeast

Schizosaccharomyces pombe Rad3 checkpoint kinase and its human ortholog ATR are essential for maintaining genome integrity in cells treated with genotoxins that damage DNA or arrest replication forks. Rad3 and ATR also function during unperturbed growth, although the events triggering their activation and their critical functions are largely unknown. Here, we use ChIP-on-chip analysis to map genomic loci decorated by phosphorylated histone H2A (γH2A), a Rad3 substrate that establishes a chromatin-based recruitment platform for Crb2 and Brc1 DNA repair/checkpoint proteins. Unexpectedly, γH2A marks a diverse array of genomic features during S-phase, including natural replication fork barriers and a fork breakage site, retrotransposons, heterochromatin in the centromeres and telomeres, and ribosomal RNA (rDNA) repeats. γH2A formation at the centromeres and telomeres is associated with heterochromatin establishment by Clr4 histone methyltransferase. We show that γH2A domains recruit Brc1, a factor involved in repair of damaged replication forks. Brc1 C-terminal BRCT domain binding to γH2A is crucial in the absence of Rqh1Sgs1, a RecQ DNA helicase required for rDNA maintenance whose human homologs are mutated in patients with Werner, Bloom, and Rothmund–Thomson syndromes that are characterized by cancer-predisposition or accelerated aging. We conclude that Rad3 phosphorylates histone H2A to mobilize Brc1 to critical genomic domains during S-phase, and this pathway functions in parallel with Rqh1 DNA helicase in maintaining genome integrity

Migrants in Education – what factors are important? A study of European countries participating in TIMMS2007

This report on migrant students overall mathematical ability is part of a larger project on migrants in education. Within the same project a parallel report focuses on what matters for migrant students’ overall reading ability . Both reports address 4th grade migrant students’ achievement in European countries. The present report makes use of the IEA study TIMSS2007. The parallel report on migrant students overall reading ability makes use of the IEA study PIRLS2006. This report focuses on 12 European countries participating in TIMSS2007 and who met the criteria of at least 3 percent migrant students in their samples. As the analysis demonstrates a large impact on achievement from individual backgrounds it does point to the significance of teaching and school factors. More noticeable is the effect of teachers’ educational levels and eventual specialization in math. Also some specific teaching practices in math have an effect of math achievement. The study argues the importance of acknowledging the difference within the migrant student group where special analyses are performed for 1st and 2nd generation migrant students. The findings are discussed in terms of possible country actions/policy implications.JRC.G.3-Econometrics and applied statistic

PROGRESS TOWARDS THE COMMON EUROPEAN OBJECTIVES IN EDUCATION AND TRAINING: Indicators and benchmarks 2010/2011

This is the 7th annual report examining performance and progress under the European Union's Education and Training 2010 Work Programme which was launched following agreement within the Council of Education Ministers in 2001. The new strategic framework for European cooperation in Education and training (known as ET 2020) adopted by the Council in May 2009 will carry on the work between now and 2020. The purpose of this report is to provide data and research findings to underpin this policy co-operation at European level. The core of the report consists of an analysis of the progress made towards the common objectives agreed by the Council as the basis for this cooperation. The report reviews both the benchmarks agreed in May 2003 as the basis to monitor progress until 2010; and the updated set of benchmarks to be used to monitor progress until 2020 which were adopted by the Council in May 2009. It is compiled by the Commission services using existing data series and research findings. Member States, through the Standing Group on Indicators and Benchmarks (SGIB; see Annex 1) are invited to verify the data during compilation of the report