Using data from PISA 2006 on 29 countries, this paper analyses immigrant school gaps
(difference in scores between immigrants and natives) and focuses on tracking and comprehensive
educational systems. Results show that the wider negative gaps are present where tracking is sharp
and less frequently in countries with comprehensive schooling. In both cases, negative gaps are
concentrated in continental Western Europe, where they are also often related to immigrants and
natives attending different schools, or are significant within schools
