Immigrant Children’s Educational Achievement in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance

How well do migrant’s children fare in the schooling systems of the receiving countries? That has been the main question of sociologists Levels ((I personally know and work with the main author of this publication.)), Dronkers, and Kraaykamp. Using advanced statistical techniques on newly available (survey) data, they were able to improve upon existing research in the field of educational sociology in exiting ways.

The authors of the article — recently published in American Sociological Review — were able to take into account influences from both (characteristics of) country of origin, country of destination, and the migrant community in the country of origin. The did so by estimating advanced Cross Classified hierarchical regression models on the newly available data from the 2003 wave of the Project for International Student Assessment (PISA). Student performance of migrant’s children was measured at the hand of their math test scores.
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