Mathematics Achievement by Immigrant Children: A Comparison of Five English-speaking Countries

Creator

Gary G. Huang

Files

Publisher

Arizona State University, University of South Florida

Publication Date

May 2000

Abstract

In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born children—presumably children of indigenous groups—than among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.

Keywords

Mathematics--Study and teaching

Extent

16

Geographic Location

Canada; England; Australia; New Zealand

Volume

8

Issue

25

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00169

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Huang, Gary G., "Mathematics Achievement by Immigrant Children: A Comparison of Five English-speaking Countries" (2000). Education Policy Analysis Archives (EPAA). 48.
https://digitalcommons.usf.edu/usf_EPAA/48