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dc.contributor.authorVolante, Louis
dc.contributor.authorKlinger, Don A.
dc.contributor.authorSiegel, Melissa
dc.contributor.authorYahia, Leena
dc.date.accessioned2019-04-02T16:33:41Z
dc.date.available2019-04-02T16:33:41Z
dc.date.issued2019-03-22
dc.identifier.issn1478-2103
dc.identifier.urihttp://hdl.handle.net/10464/14029
dc.description.abstractResults of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.en_US
dc.description.sponsorshipThis research is supported by the Social Sciences and Humanities Research Council of Canada (SSHRC)en_US
dc.language.isoenen_US
dc.publisherSageen_US
dc.subjectImmigrant studentsen_US
dc.subjectachievement outcomesen_US
dc.subjecteducation policiesen_US
dc.subjecteducation practicesen_US
dc.subjectschool systemsen_US
dc.subjectcross-culturalen_US
dc.titleRaising the Achievement of Immigrant Students: Towards a Multi-Layered Framework for Enhanced Student Outcomesen_US
dc.typeArticleen_US
dc.identifier.doi10.1177/1478210319835336
refterms.dateFOA2021-08-15T01:29:51Z


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