Educational outcomes are associated with labour market outcomes and some aspects of social integration. Immigrants’ educational attainment cannot be considered as an outcome of the integration process, since most migrants have obtained their education abroad. However, the education of the native-born children of immigrants, raised and educated in the country of residence, is a major integration outcome and it is indeed considered a benchmark for integration at large because of the broader implications of education.Personal cognitive skills, the household environment and socio-economic background (in particular educational attainment of the parents) are some of the most important determinants of individuals’ educational outcomes. Language spoken at home is also a key factor that affects language skills. In addition, other disadvantages, such as attendance in schools with a high proportion of economically disadvantaged families, tend to correlate with poor educational outcomes. Conversely, participation in early childhood education and care can be a positive driver of final educational outcomes, particularly for children from immigrant and low-income families.This chapter examines the participation in pre-primary education (Indicator 5.1); the reading skills at the age of 15 (Indicator 5.2) as well as the information on the highest educational level achieved (Indicator 5.3). For a discussion on these indicators, refer to the section "Measurement" at the end of this chapter.