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By OECD Organisation for Economic Co-operation and Development

OECD has performed coverage reports of migrant schooling in Austria, Denmark, eire, the Netherlands, Norway, and Sweden and has tested the migrant schooling adventure in lots of international locations. This publication deals comparative information on entry, participation and function of immigrant scholars and their local friends and identifies a collection of coverage ideas according to stable facts of what works.Table of content material :ForewordExecutive SummaryChapter 1. Introduction-Government instruments for directing migrant schooling policy-Key basic messagesChapter 2. Key demanding situations and opportunities-Background elements affecting migrant schooling policy-Education results, components and coverage implicationsChapter three. university point policies-Language support-Teaching and studying environments-Parental and communicty involvementChapter four. process point -Managing adaptations and concentration-Funding strategy-Monitoring and evaluationAnnex 1 - Description of the undertaking

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Extra resources for OECD Reviews of Migrant Education Closing the Gap for Immigrant Students: Policies, Practice and Performance

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6. School average socio-economic composition, by immigrant status Source: OECD PISA 2006 database. Major factors linked to education outcomes of immigrant students What are the factors associated with positive education outcomes for immigrant students? Results from international student assessments and research findings suggest: • Immigrant students come from diverse cultural and socio-economic backgrounds. Although immigrants are a very heterogeneous group, significant proportions of immigrant students come from less advantaged socio-economic backgrounds.

4). This may reflect the availability of employment opportunities as well as the preferences of immigrants. 4. Students attending schools in big cities, by immigrant status Percentage of students attending schools in a city with more than 100 000 residents % Native Second-generation immigrants First-generation immigrants 100 90 80 70 60 50 40 30 20 10 0 Source: OECD PISA 2006 database. g. Austria, Belgium, Germany and the Netherlands), immigrant students are more likely to go to vocational schools and non-academic tracks of education programmes than their native peers.

Results from international student assessments and research findings suggest: • Immigrant students come from diverse cultural and socio-economic backgrounds. Although immigrants are a very heterogeneous group, significant proportions of immigrant students come from less advantaged socio-economic backgrounds. Parents’ occupations and education backgrounds are important factors associated with better performance for both native and immigrant students (OECD, 2007). • Socio-economic background is strongly associated with student performance; performance differences are substantially reduced after accounting for socio-economic factors such as the occupation and education level of students’ parents.

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