| Título: | Mathematics Achievement by Immigrant Children |
| Autores: | Huang, Gary G.; Synectics for Management Decisions, Inc., Arlington VA (U.S.A.) |
| Fecha: | 2000-05-30 |
| Publicador: | Arizona State University |
| Fuente: |
Ver documento |
| Tipo: |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| Tema: | Children; Elementary Education; Foreign Countries; Immigrants; Mathematics Achievement; Science Achievement |
| Descripción: | In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born childrenpresumably children of indigenous groupsthan among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries. |
| Idioma: | Inglés |
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