000018079 001__ 18079
000018079 005__ 20150420163721.0
000018079 0248_ $$aoai:doc.rero.ch:20100420143623-YK$$pcdu33$$prero_explore$$phesge$$preport$$zcdu34$$zthesis_urn$$zthesis$$zbook$$zjournal$$zcdu16$$zhegge$$zpreprint$$zcdu1$$zdissertation$$zpostprint
000018079 027__ $$aHES-SO/HEG-GE/C--10/3/1--CH
000018079 041__ $$aeng
000018079 080__ $$a33
000018079 100__ $$aMeunier, Muriel$$uHaute école de gestion de Genève
000018079 245__ $$9eng$$aImmigration and student achievement$$bevidence from Switzerland
000018079 269__ $$c2010
000018079 300__ $$a48 p.
000018079 520__ $$9eng$$aThis paper investigates empirically whether immigrant students in Switzerland perform poorly compared to their native counterparts and provides some explanations. Using a national sample of the 2000 PISA (Programme for International Student Assessment) database, we first analyze the impact of immigrant status on pupils’ achievement. We find a negative and significant impact of immigrant status on test scores in reading, mathematics and science literacy, even after controlling for a set of characteristics. We then decompose the observed reading score gap between Swiss and immigrant students to identify whether gaps in endowments explain test score differences along the distribution. Lower endowments explain most of the achievement gap in reading between Swiss and second-generation immigrants. However, lower returns explain around one quarter of the achievement gap between Swiss and first-generation immigrants for the weakest pupils.
000018079 695__ $$9eng$$aeducational production ; achievement gap ; immigration ; PISA, Switzerland
000018079 8564_ $$fCR_3_10_Meunier.pdf$$qapplication/pdf$$s813656$$uhttp://doc.rero.ch/record/18079/files/CR_3_10_Meunier.pdf$$yorder:1$$zTexte intégral
000018079 918__ $$cCentre de recherche appliquée en gestion (CRAG)
000018079 919__ $$aHaute école de gestion de Genève$$bGenève$$ddoc.support@rero.ch
000018079 980__ $$aREPORT$$bHEGGE
000018079 990__ $$a20100420143623-YK