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Condensed Hierarchical Linear Model Regression of Immigration Status, ESCS, and Foreign-Born Population and Controls with Within-Level Interaction (Model 8) and Cross- Level Interaction (Model 9) on Mathematics Achievement.
Source publication
With recent increases in international migration, some political and academic narratives argue for limiting migration because of possible negative effects on the host country. Among other outcomes, these groups argue that immigrant students have an impact on education, negatively affecting native-born students’ academic performance. The authors con...
Contexts in source publication
Context 1
... further test hypothesis 2, which focuses on the moderating effect of SES on the relationship between immigrant status and academic achievement, we conducted a withinlevel interaction (Table 5, model 8). There is a clear positive relationship between student SES and mathematics achievement for both immigrant groups and for native-born students. ...Context 2
... test hypothesis 3, which argues that foreign-born population moderates the effect of immigration status on achievement, we conduct a cross-level interaction (Table 5, model 9). The coefficients indicate that an increase in the percentage of foreign-born individuals in a country is associated with higher achievement for both immigrant groups relative to native-born students. ...Context 3
... further test hypothesis 2, which focuses on the moderating effect of SES on the relationship between immigrant status and academic achievement, we conducted a withinlevel interaction (Table 5, model 8). There is a clear positive relationship between student SES and mathematics achievement for both immigrant groups and for native-born students. ...Context 4
... test hypothesis 3, which argues that foreign-born population moderates the effect of immigration status on achievement, we conduct a cross-level interaction (Table 5, model 9). The coefficients indicate that an increase in the percentage of foreign-born individuals in a country is associated with higher achievement for both immigrant groups relative to native-born students. ...Similar publications
It is well established that family socioeconomic status (SES) is strongly related to academic performance. Nonetheless, there is a group of children with high levels of academic achievement who come from disadvantaged family backgrounds. These children possess what is called 'academic resilience'. In our study, we want to see whether the two larges...
Citations
... However, it appears that this effect is significantly influenced by the individual's social class and socioeconomic status, with evidence suggesting that immigrant students perform similarly to native-born students when considering these contextual factors (Silveira et al., 2019). ...
... Over and above individual students' linguistic characteristics, classroom composition-that is, the proportion of nonnative students in a learning group-has been negatively associated with academic achievement (Jensen, 2015;Stanat, 2006); however, others argue that all students benefit from immigrants in the classroom (Silveira et al., 2019). Although the true direction of this association deserves heightened research attention due to its significance for educational policy planning, it is critical to note that studies have rarely controlled for relevant confounders or considered underlying contextual processes. ...
... In general, MLs' achievement tends to be more severely affected by the classroom composition than NS learners' (Bredtmann et al., 2021;Jensen, 2015;Ohinata & van Ours, 2013;Schneeweis, 2015). Analyses of the 2015 PISA assessments from 41 countries found that immigrant students performed similarly to NS peers, and all students, ML and NS alike, benefitted academically from classroom heterogeneity (Silveira et al., 2019). More recently, Bredtmann et al. (2021) investigated associations between the proportion of ML students in a classroom on reading and math skills in a large sample of fourth-grade students from Germany. ...
Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education. This study investigated associations of cognate LDs of students’ home languages and classroom heterogeneity with English as a Foreign Language skills. Data were collected from a diverse sample of 5,130 Year 5 students in Germany. Mixed-effects linear models confirmed our hypotheses that higher individual LDs and a higher proportion of multilingual learners per classroom were both independently associated with lower English proficiency. Multilingual learners with higher cognate LDs to English and students in more linguistically heterogeneous classrooms had lower English proficiency. The results emphasize the need to assess LD in research to better differentiate between students. Foreign language classrooms seem not to address linguistic diversity adequately and need to readjust their focus to better meet multilingual learners’ needs.
... Hermansen and Birkelund, (2015) used data that allowed them to monitor longer-term effects, rather than short-term education outcomes at one point in time. In a cross-country study analyzing the Programme for International Student Assessment (PISA) results for 41 OECD countries, Silveira et al. (2019) similarly found a positive effect of increased migration on non-migrant children's mathematics scores at age 15. ...
South Africa struggles with low secondary-school completion rates and this has a negative effect on poverty and inequality. In this study, we examine the relationship between internal migration (international migrants were excluded) and non-migrant educational outcomes (secondary-school enrollment and completion rates) in South Africa between 1996 and 2011. We use census data for 1996, 2001, and 2011 (at district and municipal levels) in several linear probability regression models that include the First Difference (FD) and System Generalised Method of Moments (GMM-SYS) with instrumental variables. We find that internal migrants have a positive effect on both the enrollment and completion rates of non-migrants. These results vary in intensity depending on the level of education of both internal migrant and non-migrant household heads. These results have implications for the local labor market and for income inequality in South Africa; internal migrants provide positive peer effects that contribute to raising non-migrant school enrollment and completion. Internal migrants also provide job-market competition, which can influence non-migrants' decisions to complete secondary schooling. While prior research has tended to focus on the relationship between immigration and education outcomes in the developed world, there is scant empirical evidence on the impact of internal migration on education outcomes in African countries. Our paper provides evidence from a country with a history of persistent internal migration. We recommend that improvement of the quality of basic education - in both rural and urban areas - be a high priority of the South African government, as well as increased financial access to tertiary institutions.
... Hermansen and Birkelund, (2015) used data that allowed them to monitor longer-term effects, rather than short-term education outcomes at one point in time. In a cross-country study analyzing the Programme for International Student Assessment (PISA) results for 41 OECD countries, Silveira et al. (2019) similarly found a positive effect of increased migration on non-migrant children's mathematics scores at age 15. ...
South Africa struggles with low secondary school completion rates and this has a negative effect on poverty and inequality. In this study, we examine the relationship between internal migration (international migrants were excluded) and non-migrant educational outcomes (secondary school enrolment and completion rates) in South Africa between 1996 and 2011. We use census data for the years 1996, 2001 and 2011 (at the district and municipal levels) in several linear probability regression models that include the First Difference (FD) and System Generalised Method of Moments (GMM-SYS) with instrumental variables. The 2011 census is the latest available in South Africa now. We find that internal migrants have a positive effect on both enrolment and completion rates of non-migrants. These results vary in intensity depending on the level of education of both internal migrant and non-migrant household heads. These results have implications for the local labour market and for income inequality in South Africa; internal migrants provide positive peer effects that contribute to raising non-migration enrolment and completion. Internal migrants also provide job market competition which influences non-migrants to complete secondary schooling. There is scant empirical evidence on the impact of internal migration on education outcomes in African countries, especially in South Africa. Our paper provides evidence from a country with a history of persistent internal migration. Most prior research has focused on the relationship between immigration and education outcomes in the developed world. We recommend that government improves secondary school quality in rural and urban areas and increase study loans for students at tertiary institutions.
... The literature on immigrant peer effects is mixed and includes studies that find negative effects (e.g., Szulkin and Jonsson, 2007;Gould, Lavy and Paserman, 2009;Contini, 2013;Veerman, van de Werfhorst and Dronkers, 2013;Schneeweis, 2015;Bossavie, 2017;Ballatore, Fort and Ichino, 2018;Fletcher et al., 2019), zero effects (e.g., Bifulco, Fletcher and Ross, 2011;Schwartz and Stiefel, 2011;Geay, McNally and Telhaj, 2013;Ohinata and Van Ours, 2013;Conger, 2015;Brandén, Birkelund and Szulkin, 2018), and even positive effects (e.g., Silveira et al., 2019). In the Norwegian setting, Hardoy and Schøne (2013) find negative immigrant peer effects in upper secondary school. ...
Immigrant inflows to Europe have changed student compositions in and across schools. Despite the strong intuition that peers matter for student outcomes, a comprehensive literature finds nil or moderate effects of immigrant peers. This study explores three reasons for this mismatch. First, it uses quantile regressions to reveal whether estimates on the average of the outcome mask differential effects across the outcome distribution. Second, it estimates the effect of attending schools with different immigrant shares, which is a composite of peer effects and the effects of school traits. Third, it compares the effects on teacher-assigned grades and objective standardized tests to explore whether the effects of immigrant share are influenced by teachers’ grading practices. The results show that high achievers in schools with higher immigrant shares get better grades from their teachers, likely because they are assessed relative to peers with lower academic and socioeconomic levels. However, they show no sign of improved test scores. In contrast, low achievers obtain better test scores when having immigrant peers and this academic improvement is not explained by the general academic and socioeconomic level among peers. The findings demonstrate that effects on the mean outcome mask differential effects across outcome distributions.
... Over and above individual students' linguistic characteristics, classroom composition, i.e., the proportion of non-native students in a learning group, has been negatively associated with academic achievement in various studies (Jensen & Rasmussen 2011;Stanat 2006), while others argue that all students benefit from immigrants in the classroom (Silveira et al. 2019). While the true direction of this association deserves heightened research attention due to its significance for educational policy planning, it is critical to note that studies have rarely controlled for all relevant confounders nor considered underlying contextual process factors. ...
... In general, MLs tend to be more severely affected by the classroom composition than NS learners (Bredtmann et al. 2021;Jensen & Rasmussen 2011;Ohinata & van Ours 2013;Schneeweis 2015). One large-scale study of the 2015 PISA assessments in 41 countries applied sophisticated controlled analyses and found that immigrant students performed similarly to NS peers, and all students, ML and NS alike, benefitted academically from classroom heterogeneity (Silveira et al. 2019). More recently, Bedtmann and colleagues (2021) investigated associations between the proportion of ML students in a classroom on reading and math skills in a large sample of 4 th -grade students from Germany. ...
Classrooms around the world are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as a binary variable: native versus non-native. Alternatively, linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education.
The present study investigated associations of lexical LDs of students’ home languages and classroom heterogeneity with English as a Foreign Language skills. Data were collected from a diverse sample of N=5130 Year 5 students in Germany. We used mixed-effects linear models to test our hypotheses that higher individual LDs and a higher proportion of multilingual students per classroom were both independently associated with lower receptive English proficiency after controlling for confounding effects. Both hypotheses were confirmed. On average, students with higher cognate LDs to English had lower receptive English proficiency. Likewise, students in more linguistically heterogeneous classrooms showed lower English proficiency. Foreign language classes should address linguistic diversity to foster language acquisition for all learners.
... However, other research findings run counter to this idea suggesting that a higher proportion of immigrants at school yields more positive educational outcomes for native and immigrant students, indicating that ethnic and socio-cultural diversity is associated with positive educational outcomes (Brandén et al., 2019;Fekjaer & Birkelund, 2007;Hermansen & Birkelund, 2015;Silveira et al., 2019). The current study contributes to this debate by exploring how the proportion of first-generation students compared to second-generation students reflects the overall level of academic achievement of immigrant students in schools. ...
... Therefore, ESCS, as a segregation factor, may distinguish some immigrants from others, and this effect may be more substantial for the most vulnerable immigrant groups (1G students). Notably, the literature also suggests that immigrant students from a higher ESCS background feel a stronger sense of belonging to the school and have better academic performance (He & Fischer, 2020), and a higher ESCS background generally provides an advantage, especially for 1G students (Harju-Luukkainen et al., 2017;Silveira et al., 2019). ...
... Also, the interaction effects at the between-school level revealed that the proportion of the students with higher ESCS background at a school provides more advantages to the 1G students in their reading performance. Similarly, Harju-Luukkainen et al. (2017) and Silveira et al. (2019) posited that higher ESCS contributes to the educational outcomes of 1G students more strongly than that of 2G students. Strain theory suggests that the 2G students are stuck in a social situation in which they adopt and internalize the host country's socio-cultural traditions and at the same time encounter discrimination and racism (Pérez et al., 2008;Silveira et al., 2019). ...
... However, other research findings run counter to this idea suggesting that a higher proportion of immigrants at school yields more positive educational outcomes for native and immigrant students, indicating that ethnic and socio-cultural diversity is associated with positive educational outcomes (Brandén et al., 2019;Fekjaer & Birkelund, 2007;Hermansen & Birkelund, 2015;Silveira et al., 2019). The current study contributes to this debate by exploring how the proportion of first-generation students compared to second-generation students reflects the overall level of academic achievement of immigrant students in schools. ...
... Therefore, ESCS, as a segregation factor, may distinguish some immigrants from others, and this effect may be more substantial for the most vulnerable immigrant groups (1G students). Notably, the literature also suggests that immigrant students from a higher ESCS background feel a stronger sense of belonging to the school and have better academic performance (He & Fischer, 2020), and a higher ESCS background generally provides an advantage, especially for 1G students (Harju-Luukkainen et al., 2017;Silveira et al., 2019). ...
... Also, the interaction effects at the between-school level revealed that the proportion of the students with higher ESCS background at a school provides more advantages to the 1G students in their reading performance. Similarly, Harju-Luukkainen et al. (2017) and Silveira et al. (2019) posited that higher ESCS contributes to the educational outcomes of 1G students more strongly than that of 2G students. Strain theory suggests that the 2G students are stuck in a social situation in which they adopt and internalize the host country's socio-cultural traditions and at the same time encounter discrimination and racism (Pérez et al., 2008;Silveira et al., 2019). ...
The present study explores the antecedents of frst- and second-generation (1G and
2G) immigrant students’ academic performance using PISA 2018 data. The study
draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The
study explores the role that student attributes, student-perceived peer and parental support, school provisions, and school equity-oriented policies have on immigrant student academic achievement. The analysis involved specifying three separate stepwise multi-level regression models for mathematics, science, and reading
achievement. Findings suggested that, at the within-school level, perceived parental support and teacher enthusiasm and the adaption of instruction were associated
with improved academic performance, while student experience of bullying was
associated with more substantive negative academic outcomes. At the betweenschool level, the opportunity to participate in creative extracurricular activities was
associated with improved academic performance. In contrast, a higher proportion of
1G students and the overall perceived level of bullying of immigrant students were
associated with substantively negative academic outcomes between schools. Tests
of moderation efects suggested that parental emotional support appeared to be of
particular relevance to 1G students’ math and reading outcomes, while enhanced
SES status appeared to be specifcally relevant to improved science and reading
outcomes for 1G students. Implications for policy and practice are discussed.
... However, other research findings run counter to this idea suggesting that a higher proportion of immigrants at school yields more positive educational outcomes for native and immigrant students, indicating that ethnic and socio-cultural diversity is associated with positive educational outcomes (Brandén et al., 2019;Fekjaer & Birkelund, 2007;Hermansen & Birkelund, 2015;Silveira et al., 2019). The current study contributes to this debate by exploring how the proportion of first-generation students compared to second-generation students reflects the overall level of academic achievement of immigrant students in schools. ...
... Therefore, ESCS, as a segregation factor, may distinguish some immigrants from others, and this effect may be more substantial for the most vulnerable immigrant groups (1G students). Notably, the literature also suggests that immigrant students from a higher ESCS background feel a stronger sense of belonging to the school and have better academic performance (He & Fischer, 2020), and a higher ESCS background generally provides an advantage, especially for 1G students (Harju-Luukkainen et al., 2017;Silveira et al., 2019). ...
... Also, the interaction effects at the between-school level revealed that the proportion of the students with higher ESCS background at a school provides more advantages to the 1G students in their reading performance. Similarly, Harju-Luukkainen et al. (2017) and Silveira et al. (2019) posited that higher ESCS contributes to the educational outcomes of 1G students more strongly than that of 2G students. Strain theory suggests that the 2G students are stuck in a social situation in which they adopt and internalize the host country's socio-cultural traditions and at the same time encounter discrimination and racism (Pérez et al., 2008;Silveira et al., 2019). ...
... Furthermore, researchers argue that "best practices for ESL students can help all students in the mainstream classroom, including those who may have lower reading abilities, learning disabilities, attention deficit disorders, or other challenges that may affect their comprehension or production capabilities in the classroom" (Szpara & Ahmad, 2007, p. 190). A 2019 study (Silveira et al, 2019) found that immigrants in the classroom help improve all students' performance. However, scholars nevertheless caution that teachers must maintain vigilance in order to prevent best practices for ELs being construed as a more generic and simplistic notion of "just good teaching" (de Jong & Harper, 2005). ...
In the state of Georgia, mainstreaming/clustering (an instructional practice wherein the
content area teacher teaches content and provides direct language instruction to a group of ELs in a heterogeneous classroom comprised of both ELs and mainstream students) is not common practice. However, the model is becoming increasingly popular in an era where budget shortfalls have forced administrators to be incredibly judicious about allocating human resources. Moreover, in Georgia where public school systems are only required to provide one segment of ELD for ELs, mainstream/cluster teachers may find themselves under substantial pressure having to provide both content and language instruction. However, research on this model is scant, particularly in terms of how teachers experience it socially, emotionally and professionally. Thus, this research employed grounded theory to examine the unique experiences of secondary teachers who have been assigned the dual role of content and language teacher. Data includes fourteen teacher interviews from various middle schools in one school system that widely utilized and practiced this mainstreaming/clustering instructional model as well as documents
related to the implementation of this instructional model. Key findings from this study suggest that because local schools in Georgia have such great latitude in interpreting, developing and implementing ESOL program model policies, teachers’ experiences varied greatly—even within the same school. A key theory developed from this study is that contingent upon various factors such as teacher preparation, attitudes, and beliefs, how teachers approached the “productive struggle” of this new teaching context often influenced their efficacy. The discussion addresses implications for future research, policy making at the national, state, and local levels as well teacher practices.
