OECD Thematic Review on Migrant Education: Progress Reporting The OECD Migrant Education Review Team 13 October 2008 2 nd Meeting of the Group of National.

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

1. Brief summary of the project

2. General overview

3. Results from Phase I of the project

Presentation this morning

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 policiesEducation 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

200801 02 03 04 05 06 07 08 09 10 11 12

200901 02 03 04 05 06 07 08 09 10 11 12

Process

Outputs

Knowledge-base Building

Fact-finding mission

Policy review mission

Phase I:

Pre-Visit

Phase I:

Pre-Visit

Phase II: Fact-Finding visit

Phase II: Fact-Finding visit

Phase III: Policy review visit

Phase III: Policy review visit

Consolidated

KB

Consolidated

KB

Phase IV:

Post-Visit

Phase IV:

Post-Visit

Foundation of

KB

Foundation of

KB

Collecting evidence of good practices and policy challenges from countriesCollecting evidence of good practices and policy challenges from countries

Stock-taking of existing researchStock-taking of existing research

Developing analytical frameworkDeveloping analytical framework

Formulating policy relevant questions

Formulating policy relevant questions

Facts and empirical questions

1 23

45 6 7

Final ReportFinal

Report

Adjusted from Figure 1 in EDU/EDPC/MI(2008)3/REV1

Hypotheses about possible causes and explanations, and

possible remedies

1 2

3 5

46 7

Country background Reports

FactsFactors

Literature Review

Draft policy evaluation framework

Proposed decision-making tools Mapping of existing policy options

Work done by other Directorates of the OECD; other organisations;

research communities

Country NotesCountry Notes

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: Mean socio-economic status of schools attended

by native and immigrant students

35

37

39

41

43

45

47

49

51

53

55

PRT AUT DEU BEL LUX ESP ITA FRA NLD DNK CHE GRC USA GBR IRL SWE NZL NOR AUS CAN

Native Students Second generation First generation

Statistically significant differences compared to native students are marked in darker tones.PISA 2006

0.00

10.00

20.00

30.00

40.00

50.00

60.00

GBR NZL SWE DNK CAN AUS USA GRC AUT IRL CHE DEU NLD FRA LUX PRT BEL

Native students Second generationFirst generation

Statistically significant differences to native studentes are marked in darker tones.

Participation: Grade repetition for native and immigrant students

% of students repeating a grade

PISA 2003

-20

0

20

40

60

80

100

AUS CAN NZL GBR ITA GRC ESP IRL SWE PRT FRA NOR CHE NLD LUX DNK AUT BEL DEU

Second generation First generationStatistically significant differences from native students are marked in darker tones.

Performance: Reading performance differences between native and immigrant

students

PISA 2006

0

5

10

15

20

25

30

CAN AUS IRL SWE NZL GBR CHE ESP FRA NLD LUX GRC NOR DNK PRT BEL ITA DEU AUT

native students Second generation students First generation students

Performance: % students with low proficiency (below Level 1 in PISA 2006 reading)

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?

Individual factors

School level Factors

System level factors

Individual factors

Access Participation Performance

Student• immigrant status

Example: Parental Education Level

The Effect of Mother’s Education on Reading Performance (PISA 2006)

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

ESP NLD DNK FRA CHE LUX SWE CAN AUS GRC BEL NZL ITA PRT IRL GBR NOR AUT DEU

Native Students Immigrant Students

Unstandardised coefficients, significant effects are marked in darker tones. Model controlled for gender, grade, language use and father's education.

School level factors

School• placement assessment• school admission• recommendation to schoolsCommunity• support for academic guidance

Access Participation Performance

• school catchment• school choice• school fees (regionally/ (nationally determined)

• second chance schools or recognition system of experiential learning• grade repetition policy

• external student assessment• school / teacher evaluation

Access Participation Performance

System level factors

• tracking system

• preschool education and care system

• long schooling time (curricular/extra-curricular)• national curriculum or teaching guidelines responsive to linguistic and cultural diversity

Example: Participation in Pre-primary Education

-10

0

10

20

30

40

50

60

70

80

PRT DNK USA NLD AUS GBR AUT IRL GRC CAN LUX NOR DEU BEL SWE NZL FRA CHE

Natives Immigrants

Unstandardised coefficients, significant effects are marked in darker tones. Model controlled for gender, grade, language use and socioeconomic status.

The Effect of Participation in Pre-Primary Education on Reading Performance(PISA 2006)

Which policies can influence these factors to improve the education outcomes of migrant

students?

System level factors

School levelfactors

Individual Factors

POLICIES

System level policies: shaping the structure and inputs of education systems

What works in migrant education policy? OECD Literature Review

School level policies: shaping schools, classrooms and school-home relationships

What works in migrant education policy? OECD Literature Review

Individual factors

School levelfactors

System level Factors

Policy optionsand

alternatives

What policy alternatives and options are available to countries to address the major policy challenges based on

country experience and research findings?

Existing policy options from a mapping exercise

Our Project•CBR•Literature Review•Statistical findings•Country visits

EuropeanCommission

EDU’s other reviews

Council of Europe

Etc. Etc.

DELSA/ ECO

Provisional areas

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…..