Do School Segregation and School Resources Explain Region-of-Origin Differences in the Mathematics Achievement of Immigrant Students?

Autor/inn/en	Dronkers, Jaap; Levels, Mark
Titel	Do School Segregation and School Resources Explain Region-of-Origin Differences in the Mathematics Achievement of Immigrant Students?
Quelle	In: Educational Research and Evaluation, 13 (2007) 5, S.435-462 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	School Segregation; Mathematics Achievement; Academic Achievement; Foreign Countries; Immigrants; Geographic Regions; Access to Education; Educational Resources; Socioeconomic Influences; Ethnicity; Racial Differences; Comparative Analysis; Africa; Asia; North America + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Ausland; Immigrant; Immigrantin; Immigranten; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsmittel; Sozioökonomischer Faktor; Ethnizität; Rassenunterschied; Afrika; Asien; Nordamerika
Abstract	Levels and Dronkers (2006) showed that educational achievement differs between immigrant students from different regions of origin (Latin America, Northern Africa, and Western Asia). This follow-up paper establishes whether these differences in educational achievement between immigrant students from different regions of origin can be explained by school segregation, whether along ethnic or socioeconomic lines. Ethnic and socioeconomic school segregation have a negative influence on the scholastic achievement of all students, although the impact of socioeconomic school segregation is greater than that of ethnic school segregation. Ethnic school segregation affects the scholastic outcomes of native and immigrant students from some regions of origin more than those of immigrant students from other regions. The analysis shows that neither ethnic, nor socioeconomic, school segregation explains the lower mathematics achievement of immigrant students from Latin America, Northern Africa, and Western Asia. (Contains 4 tables and 19 notes.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10