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      Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

      Volante, Louis; Klinger, Don; Siegel, Melissa; Yahia, Leena
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      DOI
       10.1177/1478210319835336
      Link
       journals.sagepub.com
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      Volante, L., Klinger, D., Siegel, M., & Yahia, L. (2019). Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes. Policy Futures in Education, 17(8), 1037–1056. https://doi.org/10.1177/1478210319835336
      Permanent Research Commons link: https://hdl.handle.net/10289/14514
      Abstract
      Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.
      Date
      2019
      Type
      Journal Article
      Publisher
      SAGE Publications
      Rights
      This is an author’s accepted version of an article published in the journal: Policy Futures in Education. © The Author(s) 2019
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      • Education Papers [1411]
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