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New Immigrant Students: Issues, Data, and Solutions |
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NEW IMMIGRANT STUDENTS: ISSUES, DATA, AND SOLUTIONS
Reports, Commentaries, Guides, and Audiovisuals
New in June 2009
Titles are presented in alphabetical order.
All Our Children? The Health and Education of Children of Immigrants: 2007 Annual Report
Foundation for Child Development. New York City. (2007).
“During the 1970s, child advocates would assert ‘All Our Children.’ They meant that all of America’s children, regardless of their race/ethnicity or their families’ economic resources, deserved equal opportunities under the law. Then, only 7.5 percent of children under the age of eight lived in immigrant families. At the beginning of the 21st century, when one out of every four children under the age of eight in the United States lives in a family where at least one parent is an immigrant (and where, in California, one out of two children born there lives in an immigrant family), the assertion has changed to a troubling question: ‘All Our Children?’ Who are America’s children today? Do they include the 93 percent of young children of immigrants who are born in the United States, and therefore, native-born citizens? Will the United States make a commitment to integrate them fully into our communities? This annual report reflects seven years of investments to address these questions, focused on young children during their first decade of life.”
Full text – Click at the right
And What Will Become of Children Like Miguel Fernandez? Education, Immigration and the Future of Latinos in the United States
In Motion Magazine. (2005). P. A. Noguera.
The author states that “it is a common cliché to say that the youth are our future, but if this is the case for Latinos in the US then we have good reason to be worried. Latinos have the highest dropout rates and the lowest college attendance rates. . . . On most measures of academic performance we are overrepresented in the negative categories (i.e. enrollment in special education and remedial programs, and the number of students who are suspended or expelled, etc.) and we are underrepresented in the positive categories (Honors and advanced placement courses, gifted and talented programs). . . . In higher education, we are not at the bottom of the achievement hierarchy, but since the advent of high stakes testing in several states across the country, more and more Latino students are leaving high school without diplomas, and are unable to matriculate to college.” Miguel Hernandez is one such student, and this paper explores these issues through telling his story.
Full text
Assessing The Need, Addressing The Problem: Working with Disadvantaged Muslim Immigrant Families and Communities
Annie E. Casey Foundation, Baltimore, Maryland. (2003). L. Cainker.
This report “examines the role faith-based institutions play in supporting Muslim immigrant and refugee families as they settle in the United States. Special attention is given to post-September 11th challenges faced by these families and their communities. Based on a review of the literature and interviews with faith-based leaders, service needs and barriers to service expansion are documented.”
Full text
Children of Immigrant Families
Future of Children. Theme Issue. (2004). R. E. Behrman & M. K Shields (Eds.).
“These papers show that, “for the most part, children of immigrants benefit from having healthy, intact families, strong work ethic and aspirations, and a cohesive community of fellow immigrants to ease their transition. But they also often face many obstacles, including poverty, discrimination, limited language skills, and lack of access to quality health care and education resources. Even though most children of immigrants are born in this country, and therefore are entitled to services and benefits the same as every other U.S. citizen, they often are not able to take advantage of these supports. As a result, though children of immigrants may start out with good health and high educational aspirations, these strengths can dissipate by adolescence. At each stage of their development, further efforts are needed to ensure that children in immigrant families have access to the resources they need to help them stay on positive pathways to success.”
Full text – Eight papers
Children in Immigrant Families: Looking to America’s Future
Social Policy Report, Society for Research in Child Development,
Ann Arbor, Michigan. (2008). D. J. Hernandez, N. A. Denton, & S. E. Macartney.
“This report begins by discussing the diverse origins and destinations of children in immigrant families. It then highlights substantial evidence that children in immigrant families have deep roots in the U.S. reflected in their own citizenship, as well as their parents’ citizenship and length of residence in this country, their own and their parents’ English fluency, and their family commitment to home ownership. . . . The report continues by discussing economic challenges confronted by many immigrant families. It also portrays additional immigrant strengths and challenges associated with family composition, parental education and employment, and access for children of immigrants to early education and later years of schooling. . . . The report identifies promising policy and programmatic initiatives for language and literacy training, and for assuring access to education, health, and other essential services, and it identifies immigrant-related questions that should be asked in all research studies involving children and families.”
Full text -- Click on 2008, Number 3
Children in Immigrant Families -- The U.S. and 50 States: National Origins, Language, and Early Education
Child Trends, Washington DC, and the Center for Social and Demographic Analysis, State University of New York, Albany. (2007).
Distributed by the Foundation for Child Development.
“This research brief reveals that children in immigrant families are deeply rooted in the U.S. (four in five are American citizens) and nearly one-half speak English fluently and another language at home. At the same time, many young children in immigrant families would benefit from quality early education programs to further their integration into American society.” State-by-state data tables are included.
Overview -- Click at the right for the full text
Cognitive Enrichment of Culturally Different Students: Feuerstein’s Theory
New Horizons for Learning. (2003). A. Kozulin.
“Concern for the culturally different child lies at the very basis of Reuven Feuerstein's Mediated Learning Experience (MLE) theory and its applied systems. . . . While observing difficulties experienced by new immigrant students in coping with unfamiliar learning environment, Feuerstein proposed distinguishing between two phenomena: cultural difference and cultural deprivation. Culturally different children are children who received an adequate amount and type of mediated learning experience in their native culture and who face the challenge of adapting to a new culture. Such children are expected to have good learning potential; the major challenge for them is to use this potential in mastering new language, internalizing new rules of formal education, and acquiring new knowledge. On the contrary, culturally deprived are those children who for one reason or another (war, famine, social dislocation, etc.) were deprived of mediated learning experience in their native culture. Such children show a reduced learning potential, and for them the challenge of adapting to a new culture is twice as difficult due to the absence of the prerequisite learning skills.” This article describes applications of Feuerstein’s Mediated Learning Experience theory and its applied systems of Learning Potential Assessment Device and Instrumental Enrichment in several countries (including the United States) and reviews effectiveness research.
Full text
Culture and Practice of Mexican Primary Schooling: Implications for Improving Policy and Practice in the U.S.
Current Issues in Education. (2005). B. T. Jensen.
“Children of Mexican immigrant families represent the largest segment of immigrant children in the U.S. Achievement gaps of Mexican immigrant children compared to their peers present at the beginning of kindergarten persist throughout the K-12 years. These achievement differences are partly influenced by the level cultural and linguistic sensitivity in the school. This paper explores the cultural context of schooling at a public primary school in México via field observations and interviews with students, teachers, school administrators, and parents. Findings are couched in the context of improving practices and policies in U.S. schools that serve Mexican immigrant children.”
Full text
Developing Culturally Sensitive Parent Education Programs for Immigrant Families: The Helping Youth Succeed Curriculum
Hmong Studies Journal. (2006).
Z. B. Xiong, D. F. Detzner, Z. H. Keuster, P. A. Eliason, & R. Allen.
“This paper describes the process by which the Helping Youth Succeed (HYS) curriculum was developed for Cambodian, Hmong, Lao, and Vietnamese immigrants in the United States to help address and minimize conflicts between immigrant parents and their adolescent children. A detailed explanation of this model is provided to encourage the development of additional culturally specific parent education curricula for other immigrant/refugee groups and/or diverse populations.”
Full text – Scroll to Volume 7, 2006, under Hmong Studies Journal
Do Immigrants Differ From Migrants? Disentangling the Impact of Mobility on High School Completion and Performance
Institute for Education and Social Policy, New York University,
New York City. (2008). L. Stiefel, A. E. Schwartz, & D. Cooper
“This paper aims to estimate the impact of time of entry into the school system on high school academic performance and to disentangle the specific contribution of immigration as distinct from migration/mobility. . . . While previous evidence has pointed to superior performance by foreign-born students in their elementary and middle school years, growing concern has centered around the education and life chance of immigrants who come to the United States in their high school years and pointed to a significant gap in the research literature. This paper takes a step toward filling the gap. (The authors) use data on a cohort of New York City public high school students to examine how the performance of immigrant students differs between students who enter in high school, middle school or elementary school, adjusting for the conventional student characteristics that may shape outcomes. (They) then compare these disparities to the disparities experienced by the native-born population in order to remove any differences in performance due merely to differences in mobility. Thus, (they) derive estimates of the ‘cost’ in performance due to their entry in high school that has been purged of a range of possible confounding factors. Importantly, the difference-in-difference estimates suggests that, ceteris paribus, immigrant students do quite well and high school entrants even better than earlier entering immigrants.”
Full text -- Click on the first title under 2008 Papers
Educational Progress Across Immigrant Generations in California
Public Policy Institute of California, San Francisco, California. (2005).
D. Reed, L. E. Hill, C. Jepsen, & H. P. Johnson.
“The children and grandchildren of California’s substantial and growing immigrant population are consistently attaining higher levels of educational achievement than their parents and grandparents did . . . but levels of educational success vary widely among different groups of immigrants, and some groups, notably those from Mexico, lag well behind others. In this report, the authors explore the disparities in educational attainment among these groups. . . . Their research shows that disparities in the education levels of the parents in these groups play a significant role in explaining these gaps in educational attainment. This insight suggests opportunities for policy makers seeking to help all youth to achieve their own educational — and therefore economic — success stories.”
Full text
How Does Your School Rate? A Checklist for Welcoming Newcomers and Accompanying Guides
Everything ESL.net. (Undated). E. Claire & J. Haynes
This is a list of practices that can be used to make schools good places for students arriving from other countries. Click at the right for six brief guides on implementing these practices.
Full texts
How Schools Can Shape Peer Relations to Promote Achievement Among Mexican-Origin Youth
UC ACCORD: All Campus Consortium on Research for Diversity,
University of California. (2004). M. Gibson, P. Gandara, & J. P. Koyama.
“Research shows that in the aggregate U.S. Mexican youth are completing high school and college in significantly lower numbers than young people from other major ethnic groups in this country. Something happens, or doesn’t happen, with Mexican-origin youth that precludes the vast majority from gaining access to college degrees. One important factor in shaping school participation and achievement is the nature of students’ peer affiliations and peer relationships. Peers can either be a supportive or undermining force in school achievement. Much depends on the context of the school and community. This brief examines the contexts in which peers are either resources or liabilities, and considers the ways in which schools can shape peer relations to promote greater academic achievement among Mexican-origin youth.”
Full text – Scroll to June 10, 2004
Immigrant Students and Literacy: Reading, Writing, and Remembering
Teachers College Press, Columbia University, New York City. (2006).
G. Campano, with a Foreword by S. Nieto.
This book “demonstrates how culturally responsive teaching can make learning come alive. Drawing on his experience as a fifth-grade teacher in a multiethnic school where children spoke over 14 different home languages, the author reveals how he created a language arts curriculum from the students’ own rich cultural resources, narratives, and identities. Illustrating the challenges and possibilities of teaching and learning in a large urban school, this book: (a) documents how a culturally engaged pedagogy improved student achievement and increased standardized test scores; (b) examines the literacy practices of children from immigrant, migrant, and refugee backgrounds, and includes powerful examples of their voices and writing; (c) provides an invaluable model of reflective practice, including a wide array of student-centered strategies, to generate powerful learning experiences; and (d) demonstrates a way for teachers to tap into the various forms of literacy students practice beyond the borders of the classroom.”
For purchase
Immigrant Students and Secondary School Reform: Compendium of Best Practices
Council of Chief State School Officers, in collaboration with the Schools for a New Society Initiative, Carnegie Corporation of New York. (2004).
S. Spaulding, B. Carolino, & K-A. Amen
“The best practices described in this compendium aim to inform the work of educators in secondary schools considering comprehensive reform, as well as the work of state policy makers, district leaders, and those generally interested in improving education for English language learner (ELL) students. A broad review of research and practice in the education of secondary ELLs in the United States has been synthesized into recommendations for best practices in six crucial areas. These areas are discussed in six sections of the compendium: (a) Immigrant Students with Limited Formal Schooling; (b) Academic Literacy; (c) Parent Involvement; (d) Summer Programs; (e) Professional Development; and (f) Special Education.”
Full text
Latino Youth: Immigration, Education, and the Future
In Motion Magazine. (2006). P. A. Noguera.
The author states that “unlike their parents who arrived in the U.S. with their identities intact, immigrant Latino youth often find themselves caught between two worlds, neither fully American, nor fully part of the country of their parents. Many also arrive without having experienced formal education in their countries of origin nor literacy in their native language, Spanish. Consequently, there is growing evidence that immigrant youth are susceptible to a variety of hardships and pressures that many adults, including their parents, do not fully understand.” In this article Noguera reviews (a) push and pull factors and their impact on Latino families; (b) race, assimilation, and social mobility; and (c) Latino immigrant students and prospects for the future.
Full text
Longitudinal Immigrant Student Adaptation (L.I.S.A.) Study: Articles & Chapters
Immigration Studies @ NYU, New York University, New York City. (1996- 2007).
Various authors.
“L.I.S.A. is designed to address a need for better understanding of the long-term adaptations of immigrant children and youth to American schools. . . . L.I.S.A. distinguishes itself from other research efforts in a variety of ways. First, it is an interdisciplinary project employing ethnographic, psychological, and educational methodologies. Second, it is a comparative study involving several immigrant groups from a variety of backgrounds but with strict inclusion criteria that is uncommon in immigration studies. Third, it takes a longitudinal perspective on the changing lives of immigrant youth. L.I.S.A. was designed to pay careful attention to the role of gender, race, and ethnicity in the experiences and schooling outcomes of immigrant youth.” A number of articles and chapters are available in full text at the web site, as are links to publishers of books generated by L.I.S.A.
L.I.S.A. overview and links to papers
Summary of findings – Harvard Law and Policy Review.
Award-winning book for purchase – Learning in a New Land: Immigrant Students in American Society.
Making It in America: Social Mobility in the Immigrant Population
In The Future of Children. (2006). G. J. Borjas.
The author summarizes “research on social mobility in the immigrant population and draw out some of the lessons implied. The evidence suggests that there is significant economic ‘catching up” from the first to the second generations, with the relative wage of the second generation being, on average, about 5 to 10 percent higher than that of the first. At the same time, the socioeconomic status of the immigrant generation and that of their children are strongly correlated, as is also, though more weakly, that of their grandchildren. In rough terms, about half of the differences in relative economic status across ethnic groups in one generation persist into the next. As a result, the very large ethnic differences in economic status among today’s immigrants will likely dominate American society —and discussions of American social policy — for much of the twenty-first century.”
Full text – Scroll down
Muslim Refugees in the United States: A Guide for Service Providers
Center for Applied Linguistics, Washington DC. (2003).
P. S. Maloof & F. Ross-Sheriff.
“This is a basic introduction to the worldview of Muslim peoples as manifested in their religion and culture. Topics covered include an overview of the . . . tenets of Islam, necessary conditions for successful resettlement, special considerations when working with Muslim men, women, children, and elderly, as well as a list of resources for both refugees and service providers.”
For purchase
New Country, New Perils: Immigrant Child and Family Health in New York City
Center for New York City Affairs, Milano Graduate School of Management and Urban Policy, New York City. (2004).
This paper “highlights current research on immigrant child health, examines several key areas — health insurance, environmental health, obesity and mental health — and explains how immigrant families and children are disproportionately impacted.”
Full text -- Click at the left and also see other papers
Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools
Urban Institute, Washington DC. (2000).
J. Ruiz-de Velasco, M. E. Fix, & B. C. Clewell.
“In 1993, the Andrew W. Mellon Foundation supported the creation of a program of local demonstration projects focused on immigrant secondary education. . . .The projects were brought together under what was referred to as the Program in Immigrant Education (PRIME). This report documents the changes in the immigrant student population to which the Program responds, the challenges the demonstration projects faced, and the responses that participating schools made in collaboration with their reform partners. The report also distills lessons drawn from the demonstration projects about improving education for immigrant secondary students. . . . The report focuses particular on two subpopulations of immigrant children that pose special challenges to secondary schools but have received little attention. One subpopulation is immigrant teens who arrive in the U.S. school system with significant gaps in their schooling. Many of these children are not fully literate in their native language, much less in English. The second subpopulation is students from language minority homes who have been in U.S. schools longer, but have yet to master basic language and literacy skills. While these students may be orally proficient in English, their reading and writing skills lag those of their student counterparts. (The authors) refer to these students here as long-term LEPs. This report then focuses on four institutional challenges that the PRIME demonstration schools faced in strengthening education programs for immigrant children.”
Full text
Paying the Price: The Impact of Immigration Raids on America’s Children
Urban Institute, Washington DC. (2007).
R. Capps, R. M. Castaneda, A. Chaudry, & R. Santos.
“Over the past year, Immigration and Customs Enforcement has intensified immigration enforcement activities by conducting several large-scale worksite raids across the country. From an in-depth study of three communities — Greeley, CO, Grand Island, NE and New Bedford, MA — this report details the impact of these worksite raids on the well-being of children. The report provides detailed recommendations to a variety of stakeholders to help mitigate the harmful effects of worksite raids on children. . . . The study focuses on children because they have strong claims to the protection of society, especially when they are citizens and integrated into their schools and communities, and the United States is the only country they have known and consider home. They also warrant our attention because they are emotionally, financially, and developmentally dependent on their parents’ care, protection, and earnings.”
Full text
Promoting Involvement of Recent Immigrant Families in their Children’s Education
Harvard Family Research Project, Harvard Graduate School of Education,
Cambridge, Massachusetts. (2002). S. Golan & D. Petersen
“The purpose of this article is to present a conceptual framework and promote promising practices for involving Hispanic, immigrant parents/caregivers of students in their children's education. Toward this end, the article presents a model for how teachers and immigrant parents/families can be trained and encouraged to work as partners to improve student performance. The model was developed in partnership with one community organization providing these services and refined on the basis of a formative evaluation. The formative evaluation identified specific practices that appear to be particularly effective when working with recent immigrants.”
Full text
Refugee Families and Refugee Youth Videos: A New Day and Be Who You Are
Center for Applied Linguistics, Washington DC. (2006).
“These two videos, combined on one VHS or DVD, were created to assist refugees and refugee providers in learning about adjustment of refugee families and refugee youth to their new lives in the United States. Topics include (a) family adjustment; (b) discipline; (c) school life; (d) home life; and (e) learning English.”
For purchase
Speaking Up for English Language Learners (Who Are Immigrants)
Education Sector, Washington DC. (2007). E. Gresser.
The author is a volunteer teacher at a weekly writing class at a Buddhist Temple in a Maryland suburb of Washington DC. In his experience, “the natural impulse is to identify the students who are visibly struggling with social life and language and concentrate on helping them, while assuming all is well with the others. But this can be a mistake. Sometimes the best-adjusted immigrant student needs a lot more help than an American adult would assume. The flawless adaptation to spoken language, social life, and popular culture can camouflage important gaps, especially in vocabulary. . . . Unattended, they can make learning more difficult than it needs to be and can weaken the performance of English language learners and the schools that serve them.” The article describes these kinds of gaps and ways to address them.
Full text
The Case of the Disappearing Mexican Americans: An Ethnic-Identity Mystery
Center for Social and Demographic Analysis, State University of New York at Albany. (2007). R. Alba & T. Islam.
The authors “examine the issue of identification stability for U.S.-born Mexican Americans, by far the largest of the ethnic groups growing as a result of contemporary immigration. They demonstrate a significant exodus from the Mexican-American group as identified by the census. The major part of this loss, revealed by comparisons of birth cohorts across the 1980, 1990, and 2000 censuses, occurs because individuals who identified themselves as Mexican American at an earlier point in time do not do so at a later point. . . . The losses in the Mexican-American group appear to be accounted for by two kinds of identity shifts -- toward identities that have a mainstream character and thus appear reflect conventional assimilation; and toward identities that have a pan-ethnic character, i.e., with Hispanics or Latinos. These exits are selective, but in complex and partially off-setting ways. Nevertheless, the comparison of the characteristics of U.S.-born members over time is likely to be affected by changing patterns of identification with the group.”
Full text
The Challenges of Change: Learning from the Child Care and Early Education Experiences of Immigrant Families
Center for Law and Social Policy Inc (CLASP), Washington DC. (2007).
H. Matthews & D. Jang
“To explore the reasons for the lower participation of children of immigrants (in child care and early education programs), CLASP conducted site visits across the country to learn first hand about the challenges that immigrant families face. CLASP sought out immigrant leaders and direct service providers, immigrant parents, child care and early education providers, and policymakers. This report identifies multiple barriers that impede immigrant families from accessing high-quality child care and early education. It also highlights promising strategies being used in local communities to break down those barriers and to improve child care and early education programs so that they are more responsive to the needs of diverse immigrant families. It concludes with a set of recommendations for federal, State, and local policymakers, advocates, private foundations, and researchers.”
Full text
The Immigrant Parents’ Computer Literacy Project: A Strategies Guide for Implementation
Center for Research on Education, Diversity, and Excellence (CREDE),
University of California, Santa Cruz. (2004).
R. Durán, J. Durán, R. Ramirez, & D. P. Romero.
Distributed by the Center for Applied Linguistics, Washington DC.
“This report provides information on lessons learned through involving parents and community in the schools through technology classes. The five-year research project involved immigrant parents, students, teachers, and community members. The report discusses key issues and challenges that the research team encountered, such as program location and logistics, retention and recruitment of participants, and goal setting and evaluation. It includes a checklist of strategies for conducting similar projects with this population.”
Full text
The Line Between Us: Teaching About the Border and Mexican Immigration
Rethinking Schools, Milwaukee, Wisconsin. (2006). B. Bigelow.
“The Line Between Us explores the history of U.S-Mexican relations and the roots of Mexican immigration, all in the context of the global economy. And it shows how teachers can help students understand the immigrant experience and the drama of border life. But the book is about more than Mexican immigration and border issues. It’s about imaginative and creative teaching that gets students to care about the world. Using role plays, stories, poetry, improvisations, simulations and video, veteran teacher Bill Bigelow demonstrates how to combine lively teaching with critical analysis.” This book won the 2006 Harry Chapin Media Award in the book category. The award is given by the organization, World Hunger Year, to honor the best media dealing with hunger and poverty issues.
To read an extensive excerpt
For purchase
The “Lost Boys of Sudan”: Functional and Behavioral Health of Unaccompanied Refugee Minors Resettled in the United States
Archives of Pediatrics and Adolescent Medicine. (2005).
P. L. Geltman, W. Grant-Knight, S. D. Mehta, C. Lloyd-Travaglini, S. Lustig,
J. M. Landgraf, & P. H. Wise.
This article reports on a study “to assess the functional and behavioral health of unaccompanied Sudanese refugee minors approximately 1 year after resettlement in the United States. . . . Participants were 304 Sudanese refugee minors enrolled in the US Unaccompanied Refugee Minors Program. . . . Twenty percent of the minors had a diagnosis of posttraumatic stress disorder and were more likely to have lower (worse) scores on all the Child Health Questionnaire subscales. Low functional and behavioral health scores were seen mainly in functioning in the home and in subjective health ratings. Social isolation and history of personal injury were associated with posttraumatic stress disorder. The authors concluded that unaccompanied Sudanese minors have done well in general. The minors function well in school and in activities; however, behavioral and emotional problems manifest in their home lives and emotional states. The subset of children with traumatic symptoms had characteristics that may distinguish them from their peers and that may inform future resettlement services for unaccompanied minors in the United States.”
Full text
The New Latino South and the Challenge to Public Education: Strategies for Educators and Policymakers in Emerging Immigrant Communities
The Tomás Rivera Policy Institute, University of Southern California. (2004).
A. Wainer.
“One of the specific shortcomings created by the lack of resources invested in immigrant education is a weak local research-base from which education policymakers and practitioners can draw. Without the training and models they need, educators and administrators in emerging immigrant communities are often overwhelmed by the rapidly changing ethnic and socioeconomic background of their students. . . . .This report serves as a resource for these educators and administrators working in schools with little or history of working with immigrant students.”
Full text – Scroll to Product 2052
The New Neighbors: A User’s Guide to Data on Immigrants in U.S. Communities
Urban Institute, Washington DC. (2003).
R. Capps, J. S. Passel, D. Perez-Lopez, & M. E. Fix.
“This guidebook is designed to help local policy makers, program implementers, and advocates use U.S. Census and other data sources to identify immigrant populations in their local communities—their characteristics, their contributions, and their needs. More detailed data on immigrant characteristics are available than ever before. . . . (The authors) list relevant data sources, the information contained in each, and where they can be located, as well as some software needed to use them effectively.”
Full text
The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth
Teachers College Record. (2009). Teachers College, Columbia University.
C. Suarez-Orozco, A. Pimentel, & M. Martin.
“The aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students. The Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of 5 years. Based on data from the last year of the study, (the authors) examine how the role of relationships mediates newcomers’ challenges with academic engagement and performance. (The authors) identify factors that account for patterns of academic engagement and achievement, including country of origin, gender, maternal education, English language proficiency, and school-based relationships.”
Abstract (full text by membership or purchase)
Where Immigrant Students Succeed: A Comparative Review of Performance Engagement in the Programme for International Student Assessment (PISA)
Organisation for Economic Co-operation and Development (OECD),
Paris, France. (2006).
“Drawing on data from the OECD's Programme for International Student Assessment (PISA), this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts. . . . The report examines how immigrant students performed mainly in mathematics and reading, but also in science and problem-solving skills in the PISA 2003 assessment, both in comparison to native students in their adopted country and relative to other students across all countries covered in the report (the ‘case countries’). . . . In addition, the report explores to what extent immigrant students reported that they have other learning prerequisites, such as motivation to learn mathematics, positive attitudes towards school and strong belief in their own abilities in mathematics (self-concept). Throughout, the report attempts to identify factors that might contribute to between-country differences in immigrant student outcomes and as such could offer policy makers potential intervention points to improve the situation of these students. To this end, the report contextualizes the findings by examining countries’ immigration histories and populations, general immigration policies, and specific policies to help students learn the language of instruction.” The United States is included in the case countries.
For purchase – Plus executive summary, table of contents, PowerPoint presentation, and press release.
This information is an attempt to gather wide-ranging information in one place, to convey what others have accomplished, and to make valuable resources readily accessible. Information is presented in the language of the developer, publisher, distributor, or author. The Southeast Regional Resource Center has no ownership of anything described in this library.
Readers should review the copyright and distribution policies shown at the websites of the sources. SERRC is not the source of any document in this library, but simply conveys information to show the availability of these resources.
The opinions expressed herein do not necessarily reflect the position of policy of the U.S. Department of Education, and no endorsement of the U.S. Department of Education should be inferred. Information from sources funded by the U.S. Department of Education is likely to have been vetted by the Department; information from other sources is unlikely to have been vetted.
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Last Updated ( Monday, 08 June 2009 )
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