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Based on the assumption that the successful integration of immigrant students into the education system presents a central concern to many countries worldwide, this report analyses evidence from PISA 2003 on outcomes of schooling including how well immigrant students perform in key school subjects at the age of 15, as well as how they assess themselves as learners and what their general attitudes are towards school.
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Migration movements form a central part of human history. In the social sciences, migration is most generally defined as “crossing the boundary of a political or administrative unit for a certain minimum period” where, in the case of international migration, the boundary involves the border of a state (Castles, 2000, p. 270; Skeldon, 1997).
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Chapter 2 provided a detailed description of immigrant student performance within the case countries. The results indicate that in most countries first-generation students and secondgeneration students tend to lag behind their native peers. The literature suggests a variety of factors that may explain immigrant students’ lower performance.
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While previous chapters have focused on student performance and its relationship with student background, it is also important to examine how well education systems are serving immigrant students in other aspects of learning. School systems not only need to provide students with essential literacy skills, but also with other fundamental skills and dispositions necessary to manage their own learning.
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