OECD Thematic Review on
Migrant Education:
Progress Reporting
The OECD Migrant Education Review Team
13 October 2008
2nd Meeting of the Group of National Experts on the
Education of Migrants
Presentation this morning
1. Brief summary of the project
2. General overview
3. Results from Phase I of the project
Brief Summary about the Project
• Project’s overarching question:
What policies will promote successful education outcomes of first and
second generation immigrant students?
• Focus:
Education policies
Education outcomes - Access, Participation, Student Performance
• Scope: Pre-school, primary and secondary (and transition to higher
education)
• Participation (meetings and questionnaires): all OECD member countries
• Review countries (7 countries): Austria, Belgium (Flemish Community),
Denmark, Ireland, the Netherlands, Norway, and Sweden
• Working methods: Mix of desk-based research and country visits; Mix of
quantitative and qualitative research
• Timeline:
January 2008- December 2009
General Overview
2008
01
02
Process
03
04
05
06
07
08
09
Phase I:
Pre-Visit
10
11
12
2009
01 02
03
04
05
06
07
Phase II:
Fact-Finding visit
09
10
11
12
Phase IV:
Post-Visit
Phase III:
Policy review visit
Outputs
Country Notes
Draft policy evaluation framework
Proposed decision-making tools
Knowledgebase
Building
08
Formulating policy relevant
questions
Mapping of existing policy options
Facts
Developing analytical framework
Factors
Literature
Review
Stock-taking
of existing research
Work doneCollecting
by other
Directorates of
evidence of good practices
the OECD;
organisations;
andother
policy challenges
from countries
research communities
Fact-finding
mission
Country background Reports
Facts and
empirical
questions
1 2 4
3 5 6 7
Policy review
mission
Hypotheses about possible
causes and explanations, and
possible remedies
1
Adjusted from Figure 1 in EDU/EDPC/MI(2008)3/REV1
2
4
3
5
6
7
Final
Report
List of outputs from Phase I:
Draft policy evaluation framework
(Proposed decision-making tools)
Facts about immigrant students performance
Factors that affect the education outcomes
Literature review of effective policies
Existing policy options from a mapping exercise
Do immigrant students have the same education
outcomes as their native peers?
Access
• Do immigrant students have the same
opportunities to access quality education as
their native peers?
Participation
• Do immigrant students participate (enrol and
complete) as much as their native peers?
Performance
• Do immigrant students perform as well as
their native peers?
Access: Mean socio-economic status of schools attended
by native and immigrant students
55
Native Students
Second generation
First generation
53
51
49
47
45
43
41
39
37
35
PRT
AUT
DEU
BEL
LUX
ESP
ITA
FRA
NLD
DNK
CHE
GRC
USA
GBR
IRL
SWE
PISA 2006 Statistically significant differences compared to native students are marked in darker tones.
NZL
NOR
AUS
CAN
Participation:
Grade repetition for native and immigrant students
60.00
% of students repeating a grade
50.00
Native students
First generation
Second generation
40.00
30.00
20.00
10.00
0.00
GBR
NZL
SWE
PISA 2003
DNK
CAN
AUS
USA
GRC
AUT
IRL
CHE
Statistically significant differences to native studentes are marked in darker tones.
DEU
NLD
FRA
LUX
PRT
BEL
Performance: Reading performance differences
between native and immigrant students
100
Performance
difference
roughly
equivalent
to a
year of
schooling
80
60
40
20
0
AUS
CAN
NZL
GBR
ITA
GRC
ESP
IRL
SWE
PRT
FRA
NOR
CHE
NLD
LUX
DNK
-20
Statistically significant differences from native students are marked in darker tones.
Second generation
First generation
AUT
BEL
DEU
PISA 2006
Performance:
% students with low proficiency (below Level 1 in PISA 2006 reading)
30
25
20
15
10
5
0
CAN
AUS
IRL
SWE
NZL
GBR
CHE
native students
ESP
FRA
NLD
LUX
Second generation students
GRC
NOR
DNK
First generation students
PRT
BEL
ITA
DEU
AUT
Performance:
reading performance in PISA 2006 by country of origin
Germany: difference between immigrant students ofTurkish and Polish
origin of about 100 points = 2 years of schooling
Performance differences across education systems:
e.g. immigrant students of Turkish origin
Which factors influence the education
outcomes of migrant students?
Access
Participation
Performance
• Enrolment rate (general)
• Enrolment rate by programme
• Distribution of students across
schools
• Participation rate; Drop-out rate
Individual
factors
• Grade repetition rate
School level
Factors
• Achievement Scores at different
levels of education
System level
factors
• Transition rates
Individual factors
Access
Student
• immigrant status
Student
• language competencies
• length of stay
• country of origin
• academic performance
• aspirations
Participation
Performance
Student
Family
Parents
• age
• age of arrival
• gender
• generation
• learning
at home
• expectation for
children
Family
• family structure
• family size/siblings
Parents
• occupation status
• education level
• aspiration for child’s
education
Example: Parental Education Level
 The Effect of Mother’s Education on Reading Performance (PISA 2006)
18.00
16.00
Native Students
Immigrant Students
14.00
12.00
10.00
8.00
6.00
4.00
2.00
0.00
ESP
NLD
DNK
FRA
CHE
LUX
SWE
CAN
AUS
GRC
BEL
NZL
ITA
PRT
IRL
GBR
NOR
Unstandardised coefficients, significant effects are marked in darker tones. Model controlled for gender, grade, language use and father's education.
AUT
DEU
School level factors
Access
Participation
Performance
School
School
• placement assessment
• school admission
• recommendation
to schools
• induction/integration program • ethnic residence
• language support
• share responsibility in
• peers (discrimination)
creating better
• teachers (expectation,
communication
pedagogy, stereotypes, etc)
channels b/w school,
parents & community
• curriculum adaptation of
cultural & linguistic diversity
Community
• support for academic
guidance
School
• ability grouping
• concentration of immigrants at school
Community
Community
• area of residence
System level factors
Access
• school catchment
• school choice
• school fees (regionally/
(nationally determined)
Participation
• second chance schools
or recognition system of
experiential learning
• grade repetition policy
Performance
• external student
assessment
• school / teacher
evaluation
• long schooling time (curricular/extra-curricular)
• national curriculum or teaching guidelines responsive
to linguistic and cultural diversity
• tracking system
• preschool education and care system
Example: Participation in Pre-primary Education
 The Effect of Participation in Pre-Primary Education on Reading Performance
(PISA 2006)
80
70
60
50
Natives
Immigrants
40
30
20
10
0
PRT
DNK
USA
NLD
AUS
GBR
AUT
IRL
GRC
CAN
LUX
NOR
DEU
BEL
SWE
NZL
-10
Unstandardised coefficients, significant effects are marked in darker tones. Model controlled for gender, grade, language use and socioeconomic status.
FRA
CHE
Which policies can influence these factors to
improve the education outcomes of migrant
students?
Access
Participation
Performance
System level
factors
School level
factors
Individual
Factors
POLICIES
What works in migrant education policy?
OECD Literature Review
System level policies: shaping the structure and inputs
of education systems
Reduce
segregation
• School choice
• Tracking / ability grouping
Provide quality
resources
• Provide funding for migrant education
• Ensure quality teachers for migrant education
Set priorities
• Determine target groups
• Ensure efficient management and monitoring
• Prioritise between levels of education
What works in migrant education policy?
OECD Literature Review
School level policies: shaping schools, classrooms and
school-home relationships
Language
learning
• Early starting, time-intensive, continuous
• High standards, clear curricula
• Quality language teachers
Intercultural
education
• Diversity in curricula and textbooks
• Teacher training
• School goals, culture, leadership
Parental
involvement
• Bringing education into homes
• Schools reaching out to parents
Existing policy options from a mapping exercise
What policy alternatives and options are available to
countries to address the major policy challenges based on
country experience and research findings?
Our Project
Access
Participation
Performance
Individual
factors
School level
factors
System level
Factors
•CBR
•Literature Review
•Statistical findings
•Country visits
Policy options
and
alternatives
EDU’s
other reviews
DELSA/ ECO
Provisional
areas
European
Commission
Council of
Europe
Etc. Etc.
Policy alternatives and options that may
influence individual factors.
Language matters.
1. Provide systematic language support for both children and their
parents by…..
SES matters.
2. Effectively mitigate the negative impact of low SES by…..
Policy alternatives and options that may
influence school level factors.
First school experience matters.
3. Provide an effective induction/integration programme into school and into
society at large by…..
Schools matter.
4. Make school culture more responsive to linguistic and cultural diversity by…..
Teachers matter.
5. Make the teaching workforce responsive to linguistic and cultural diversity by…..
Segregation in school may have negative effects.
6. Effectively mitigate the negative impact of segregation and/or self-segregation
by…..
Family and community involvement matter.
7. Ensure family and community involvement by…..
Policy alternatives and options that may influence system
level factors.
Funding strategies matters.
8. Design effective funding strategies and provide extra resources
most efficiently by…..
Overall school systems matters.
9. Make education systems comprehensive, fair and flexible by…..
Participation in ECEC matters.
10. Provide effective and quality early childhood education and care
by…..
Research matters.
11. Encourage goal-setting, data collection, monitoring and
evaluation of education outcomes of immigrant students by…..