How does socioeconomic status of immigrant children in Canada affect math achievement?

March 26, 2015 at 8:00 am Leave a comment

CMEC recently published an issue of Assessment Matters! illuminating the issue of how socioeconomic status affects math achievement for immigrant children in Canada.  The study compares math achievement within/between provinces, as well as between Canada and other countries for non-immigrant students and first- and second-generation immigrant students.  In Ontario, the achievement gap between first-generation and native students is statistically significant.

Particularly powerful statements from the article include…

  • …Canada stands out from having around 30% of its student population made up of immigrants, which is well above the OECD (international) average.
  • According to the Programme for International Student Assessment (PISA), socioeconomic status is associated with performance at three levels (OECD, 2013): The system level… the school level… the individual level.
  • In Canada, first-generation immigrant and non-immigrant students have similar socioeconomic status, while second-generation immigrant students are worse off than the other two groups.
  • First-generation immigrant students in Ontario and Alberta stand out for having over 18 per cent of the differences in their mathematics performance explained by socioeconomic status.

To find out more, be sure to read this relevant, research-based article at http://www.cmec.ca/Publications/Lists/Publications/Attachments/343/AMatters_No9_EN.pdf.

Submitted by Lauren M., Reference and Digital Resources Librarian at the TDSB Professional Library

Entry filed under: Articles, Uncategorized. Tags: , , , , .

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