The study uses data from the Programme for International Student Assessment (PISA 2018) to compare the differences in socio-economic status effects on educational outcomes across various immigrant minorities in the sample. The analysis was conducted within a multilevel framework; the results reveal not only a significant variation in socio-economic status’ individual-level effects across different immigrant minorities, but also that socioeconomic status has significant contextual effects at the minority group level. Thus, a minority’s average socio-economic position can statistically explain 50% of the variance in the individual-level socio-economic status effect. These results highlight the importance of home external factors in transmitting socio-economic status to students’ learning outcomes for immigrants.
The study uses data from the Programme for International Student Assessment (PISA 2018) to compare the differences in socio-economic status effects on educational outcomes across various immigrant minorities in the sample. The analysis was conducted within a multilevel framework; the results reveal not only a significant variation in socio-economic status’ individual-level effects across different immigrant minorities, but also that socioeconomic status has significant contextual effects at the minority group level. Thus, a minority’s average socio-economic position can statistically explain 50% of the variance in the individual-level socio-economic status effect. These results highlight the importance of home external factors in transmitting socio-economic status to students’ learning outcomes for immigrants.
The study uses data from the Programme for International Student Assessment (PISA 2018) to compare the differences in socio-economic status effects on educational outcomes across various immigrant minorities in the sample. The analysis was conducted within a multilevel framework; the results reveal not only a significant variation in socio-economic status’ individual-level effects across different immigrant minorities, but also that socioeconomic status has significant contextual effects at the minority group level. Thus, a minority’s average socio-economic position can statistically explain 50% of the variance in the individual-level socio-economic status effect. These results highlight the importance of home external factors in transmitting socio-economic status to students’ learning outcomes for immigrants.
Keywords
Immigrantion
Intergenerational Mobility
Programme for International Student Assessment (PISA)
Socio-Economic Status (SES)
The study uses data from the Programme for International Student Assessment (PISA 2018) to compare the differences in socio-economic status effects on educational outcomes across various immigrant minorities in the sample. The analysis was conducted within a multilevel framework; the results reveal not only a significant variation in socio-economic status’ individual-level effects across different immigrant minorities, but also that socioeconomic status has significant contextual effects at the minority group level. Thus, a minority’s average socio-economic position can statistically explain 50% of the variance in the individual-level socio-economic status effect. These results highlight the importance of home external factors in transmitting socio-economic status to students’ learning outcomes for immigrants.
The study uses data from the Programme for International Student Assessment (PISA 2018) to compare the differences in socio-economic status effects on educational outcomes across various immigrant minorities in the sample. The analysis was conducted within a multilevel framework; the results reveal not only a significant variation in socio-economic status’ individual-level effects across different immigrant minorities, but also that socioeconomic status has significant contextual effects at the minority group level. Thus, a minority’s average socio-economic position can statistically explain 50% of the variance in the individual-level socio-economic status effect. These results highlight the importance of home external factors in transmitting socio-economic status to students’ learning outcomes for immigrants.
The study uses data from the Programme for International Student Assessment (PISA 2018) to compare the differences in socio-economic status effects on educational outcomes across various immigrant minorities in the sample. The analysis was conducted within a multilevel framework; the results reveal not only a significant variation in socio-economic status’ individual-level effects across different immigrant minorities, but also that socioeconomic status has significant contextual effects at the minority group level. Thus, a minority’s average socio-economic position can statistically explain 50% of the variance in the individual-level socio-economic status effect. These results highlight the importance of home external factors in transmitting socio-economic status to students’ learning outcomes for immigrants.
Keywords
Immigrantion
Intergenerational Mobility
Programme for International Student Assessment (PISA)
Socio-Economic Status (SES)
