Titlebook: Immigrant Student Achievement and Education Policy; Cross-Cultural Appro Louis Volante,Don Klinger,Ozge Bilgili Book 2018 Springer Internat

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Immigrant Student Achievement and Education Policy in Germanyces in Germany, respectively. The data also show that attainment at different tracks has changed since the first PISA data collection in 2000, likely due to changes in the German education system. Attainment rates for the last 5 years also show a positive trend of increasing attainment for students

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Immigrant Student Achievement and Education Policy in the Netherlandshat might provide some understanding of the development of immigrant students’ position in the past and the current situation. Finally, we critically comment on the effectiveness and efficiency of the Dutch educational equity policy.

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Immigrant Student Achievement and Educational Policy in Ireland status per se emerges as one of the main drivers of this achievement gap. The chapter concludes by highlighting the lack of consistent information on educational outcomes among immigrant-origin young people and argues for on-going monitoring of such outcomes in order to prevent longer term difficul

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Immigrant Student Achievement and Education Policy in New Zealandse one immigrant (Pasifika) and one non-immigrant (Māori) grouping. Each of the ethnic groupings contains students performing at both the highest and lowest performance levels, although the lowest performing ethnic grouping (Pasifika) had nearly half of its students achieving at the lowest levels. H

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Cross-Cultural Approaches to Mitigating the Immigrant Student Performance Disadvantagesuggest a continued focus on social integration, acceptance of cultural diversity, and equity efforts. Collectively, these policies appear to harken back to some of the seminal work of Ogbu and his efforts to understand the achievement gaps found for sub-populations of students. As a final word, the

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Immigrant Student Achievement and Education PolicyCross-Cultural Appro

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