How Immigrant Children Affect the Academic Achievement of Native Dutch Children
In: The economic journal: the journal of the Royal Economic Society, Band 123, Heft 570, S. F308-F331
ISSN: 1468-0297
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In: The economic journal: the journal of the Royal Economic Society, Band 123, Heft 570, S. F308-F331
ISSN: 1468-0297
In: International journal of population research, Band 2012, S. 1-2
ISSN: 2090-4037
In: International migration review: IMR, Band 33, Heft 1, S. 207-208
ISSN: 0197-9183
In: Twayne's history of American childhood series
In: International migration: quarterly review, Band 42, Heft 4, S. 123-139
ISSN: 1468-2435
In: International migration review: IMR, Band 30, Heft 4, S. 1103-1104
ISSN: 0197-9183
In: International migration review: IMR, Band 30, S. 1103-1104
ISSN: 0197-9183
In: Children and youth services review: an international multidisciplinary review of the welfare of young people, Band 92, S. 77-88
ISSN: 0190-7409
In: International migration review: IMR, Band 41, Heft 1, S. 206-241
ISSN: 1747-7379, 0197-9183
This article examines the effects of neighborhoods and schools on the achievement gaps between adolescents of different nativities and ethnicities. We show that neighborhood and school conditions are better for natives' than for immigrants' children, and they are the worst for Hispanic immigrants. Using cross-classified hierarchical models, we find that introducing neighborhood and school characteristics helps to account for the disadvantage of Mexican immigrants' children but to reveal the advantage of Filipino immigrants' children, compared to native non-Hispanic Whites. Neighborhood and school effects are not universal: they influence school performance of immigrants' children more than that of natives' children.
In: IZA Discussion Paper No. 10848
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In: Children and youth services review: an international multidisciplinary review of the welfare of young people, Band 92, S. 56-64
ISSN: 0190-7409
In: International migration review: IMR, Band 30, Heft 4, S. 1103
ISSN: 1747-7379, 0197-9183
No state has felt the impact of the new immigration more than California, and no institution more than its schools. Fully a third of the nation's 20 million immigrants are concentrated in California, and over a third of the state's schoolchildren speak a language other than English at home. Largely from Asia and Latin America, these new Californians are extraordinarily diverse in their social, economic, and cultural origins. Their children are growing up in a context of prolonged recession and fiscal woes which have fueled public discontent over the presence of immigrants in the state as evidenced by the passage of Proposition 187 in November 1994. Yet for all the political controversy surrounding public funding of education for immigrant children—and even though these children will become a crucial component of the larger economy and society in years to come—very little is known about their educational progress and adaptation patterns to date. The original works assembled in this volume address these complex issues systematically, as well as their implications for educational policy. The expert contributors sociologists, political scientists, anthropologists, psychologists, and educational policy analysts bring to the topic a wide range of theoretical perspectives and methodological approaches. Several chapters report new comparative studies on patterns of acculturation and achievement among both U.S.-born and immigrant students. Others focus critically on educational policy and politics, particularly school restructuring reforms and efforts by public school systems to meet the needs of immigrant children.
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No state has felt the impact of the new immigration more than California, and no institution more than its schools. Fully a third of the nation's 20 million immigrants are concentrated in California, and over a third of the state's schoolchildren speak a language other than English at home. Largely from Asia and Latin America, these new Californians are extraordinarily diverse in their social, economic, and cultural origins. Their children are growing up in a context of prolonged recession and fiscal woes which have fueled public discontent over the presence of immigrants in the state as evidenced by the passage of Proposition 187 in November 1994. Yet for all the political controversy surrounding public funding of education for immigrant children—and even though these children will become a crucial component of the larger economy and society in years to come—very little is known about their educational progress and adaptation patterns to date. The original works assembled in this volume address these complex issues systematically, as well as their implications for educational policy. The expert contributors sociologists, political scientists, anthropologists, psychologists, and educational policy analysts bring to the topic a wide range of theoretical perspectives and methodological approaches. Several chapters report new comparative studies on patterns of acculturation and achievement among both U.S.-born and immigrant students. Others focus critically on educational policy and politics, particularly school restructuring reforms and efforts by public school systems to meet the needs of immigrant children.
BASE