IMPROVING THE EDUCATION AND SOCIAL INTEGRATION OF IMMIGRANT STUDENTS

IMPROVING THE EDUCATION AND SOCIAL INTEGRATION OF IMMIGRANT STUDENTS Mario Piacentini with Name of Speaker Francesca Borgonovi and Andreas Schleicher HUMANITARIANISM AND MASS MIGRATION Los Angeles, January 18 & 19, 2017

PISA in brief In 2015, over half a million students representing 28 million 15-year-olds in 72 countries/economies took an internationally agreed 2-hours-test assessing their capacity to extrapolate from what they know and creatively apply their knowledge in novel situations and responded to questions on their personal background, their schools, their well-being, their motivations Parents, principals, teachers provided data on school policies, practices, resources and institutional factors that explain performance and well-being at school PISA 2015 was the sixth round of PISA and focused on science

Macao (China) -11 Qatar 15 Luxembourg 16 Hong Kong Switzerland 9 Canada 9 New Zealand 6 Australia 3 United States 8 7 Belgium 4 Israel -6 Sweden 7 Germany 3 United Kingdom 8 Ireland 9 France OECD average 3 Jordan -5 Norway 6 Spain 4 Croatia Greece 3 Netherlands Denmark 3 Estonia -2 Italy 4 Slovenia -2 Portugal Russia -2 Three points increase in the percentage of immigrant students between 2006 and 2015 across OECD countries (from 9.4% to 12.5%) % 2015 2006 80 70 60 50 40 30 20 10 0 Percentage of students with an immigrant background Change (2015 2006) in the percentage of immigrant students is statistically significant

Qatar 21 Luxembourg 5 Macao (China) 3 New Zealand Canada 4 Hong Kong (China) Australia 3 Ireland 7 Switzerland Spain 3 United Kingdom 5 Belgium 2 Sweden 3 United States Norway 3 OECD average 1 Italy 2 Israel -7 France 1 Portugal Greece -3 Germany -3 Slovenia 2 Jordan -3 Russia -2 Denmark Netherlands -1 Croatia -5 Estonia Around one third of this growth comes from the increase in the percentage of first-generation immigrant students (from 4.5% to 5.4%) Percentage of first generation immigrant students % 40 2015 2006 35 30 25 20 15 10 5 0

Qatar 10 New Zealand Ireland 13 Canada -5 United Kingdom Australia Germany Belgium 13 Denmark 16 Portugal Israel -18 Russia OECD average Jordan -16 Sweden -13 Luxembourg 15 France Hong Kong (China) 9 Netherlands Norway -23 Italy -29 Slovenia Switzerland Spain -33 Greece United States Macao (China) -11 On average, 57% of first-generation immigrant students have at least one parent who attended school for as many years as the average parent in the host country % 2015 2006 100 90 80 70 60 50 40 30 20 10 0 percentage of first-generation immigrant students with a parent as educated as the average parent in the host country

Greece Costa Rica Jordan CABA (Argentina) Israel Sweden France Slovenia Germany Netherlands Denmark Italy Norway Belgium OECD average Spain Croatia United States Luxembourg Switzerland Qatar Portugal Russia United Arab Emirates United Kingdom Ireland Australia Estonia Hong Kong (China) New Zealand Canada Macao (China) Singapore In most countries, both first- and second-generation immigrant students tend to perform worse than students without an immigrant background Student performance in science, by immigrant background Score points 650 Non-immigrant students Second-generation immigrant students First-generation immigrant students 600 550 500 450 400 350 300

Estonia Hong Kong (China) Canada Singapore Macao (China) Switzerland Germany Denmark Slovenia Ireland Belgium New Zealand United Kingdom Netherlands Norway Spain Luxembourg Australia Sweden Portugal United States Russia France CABA (Argentina) OECD average Italy Croatia Israel Greece Costa Rica Jordan United Arab Emirates Qatar Percentage of low performers (below proficiency Level 2) 39% of first-generation immigrant students and 29% of second-generation immigrant students perform below the PISA baseline level (this is 19% for non-immigrant students) 80 70 60 50 40 30 20 10 0 Non-immigrant students Second-generation immigrant students First-generation immigrant students Percentage of low performers in science, by immigrant background

Israel Slovenia Germany Sweden Norway Greece United States Denmark Ireland Canada Australia New Zealand OECD average Finland Belgium United Kingdom Portugal Hungary Luxembourg Spain France Italy Switzerland Mexico Kazakhstan Russian Federation Croatia Montenegro Jordan Singapore Hong Kong-China Macao-China Dubai Qatar PISA score-point difference in reading compared with immigrant students who arrived at or below age 5 Students who arrived at age 12 or older lag farther behind than students who arrived at younger ages. Reading proficiency, by age at arrival 60 40 20 Arrived age 6-11 Arrived age 12 or older Late-arrival premium 0-20 -40-60 -80-100 Late-arrival penalty Immigrants who arrived at age 12 or older performed 20 points lower than those who arrived below age 5

Learning and living conditions at destination play a significant role in helping immigrant students fully develop their academic potential Second-generation immigrant students' score after accounting for socio-economic status First-generation immigrant students' score after accounting for socio-economic status Students from Bosnia and Herzegovina in: Croatia Montenegro 400 450 500 550 Students from Poland in: Germany United Kingdom 400 450 500 550 Mean science performance Students from Arabic-speaking countries in: Netherlands United Arab Emirates Finland Denmark Qatar 350 400 450 500 Students from Albania in: Greece Switzerland Montenegro 350 400 450 500 Mean science performance

Students from Turkey in: Netherlands Switzerland Germany Belgium Denmark Students from Russia in: 400 420 440 460 480 500 Students from mainland China in: Australia New Zealand Hong Kong (China) Macao (China) Netherlands 400 450 500 550 600 Mean science performance Finland Latvia Czech Republic Second-generation immigrant students' score after accounting for socio-economic status First-generation immigrant students' score after accounting for socio-economic status 400 420 440 460 480 500 Mean science performance

Students from Arabic speaking countries in: Finland Netherlands United Arab Emirates Qatar Denmark Students from Iraq in: Finland Denmark Students from China in: New Zealand Australia Hong Kong-China Macao-China Students from Albania in: Greece Switzerland Students from Bosnia and Herzegovina in: Croatia Montenegro Students from the Russian Federation in: Finland Latvia Students from Turkey in: Finland Netherland Switzerland Germany Denmark Belgium and their sense of belonging at school Sense of belonging 50 55 60 65 70 75 80 85 90 95 100 %

Switzerland It is the concentration of socio-economic disadvantage, and not the concentration of immigrants per se, that has detrimental effects on school performance Belgium Slovenia Netherlands Estonia Germany Luxembourg Croatia Russia Portugal France Greece OECD average Costa Rica Canada United Kingdom Jordan Denmark New Zealand Australia Hong Kong (China) Spain Norway Ireland Italy United States Singapore Sweden CABA (Argentina) Israel Macao (China) United Arab Emirates Qatar Concentration of immigrant students and student performance Score-point diff. After accounting for socio-economic profile Before accounting for socio-economic profile 100 80 60 40 20 0-20 -40-60 -80 once background factors are accounted for, this negative association with performance disappears entirely Before taking into account schools socio-economic socioeconomic intake, a higher concentration of immigrant students is associated with a 18-point lower score

Hong Kong (China) Macao (China) Estonia Singapore Spain Portugal Canada Switzerland United Kingdom Germany Slovenia Australia Netherlands New Zealand Belgium OECD average Denmark Norway United States Ireland Sweden France Italy Russia Croatia Luxembourg Greece CABA (Argentina) Israel Costa Rica Jordan United Arab Emirates Qatar Many disadvantaged immigrant students perform at very high levels by international standards % Non-immigrant students Immigrant students 80 70 Percentage of resilient students, by immigrant background 24% of immigrant students are resilient. 60 Resilient students come from the bottom quarter of socio-economic status within 50 their country and perform among the top 40 quarter of students across all countries 30 20 10 0

Mean science performance There is no relation between the percentage of immigrant students and education systems' average performance 600 550 500 450 400 350 Slovenia Singapore Portugal Estonia Canada Russia Australia Hong Kong (China) New Zealand Switzerland United States Italy Croatia CABA (Argentina) Greece Israel Costa Rica Belgium Jordan Denmark Netherlands OECD average France Spain Germany Sweden Ireland United Kingdom 1.8, 332 R² = 0.09 Luxembourg United Arab Emirates Qatar Macao-China 300 0 10 20 30 40 50 60 70 Percentage of immigrant students

Schools can make the difference for integration by teaching openness and understanding Schools can provide opportunities for young people to learn about global developments that affect the world and their lives; teach students how they can develop a fact-based and critical worldview of today; equip students with the means to access and analyse a broad range of cultural practices and meanings; engage students in experiences that facilitate international and intercultural relations; promote the value of diversity, which in turn encourages sensitivity, respect and appreciation.

PISA 2018 Global Competence Assessment Global Competence is the capacity to examine global and intercultural issues, to take multiple perspectives, to engage in open, appropriate and effective interactions with people from different cultures and to act for collective well-being and sustainable development.

Characteristics of test questions in the cognitive test of Global Competence A typical assessment unit simulates a learning activity about global issues or describes an intercultural situation that students could experience. This week your school is holding The Human Rights Week and your group is in charge of making a poster on One of your online friends tells you about her new classmate Ninn who comes from an immigrant family

Characteristics of test questions in the cognitive test of Global Competence A typical assessment unit simulates a learning activity about global issues or describes an intercultural situation that students can experience. The scenarios focus on issues and situations where different perspectives exist, and give voice to these different perspectives. Students play multiple roles in the scenarios: researchers, journalists, mediators, team-members, debaters The items ask students to: select the most reliable among different sources of information; evaluate whether a statement is based on evidence; choose among possible explanations of an issue or situation; identify stereotypes, generalizations and insensitive language; analyse the contextual and cultural drivers of different positions; select among possible actions for solving a problem or a conflict

Features of the student questionnaire The student questionnaire on Global Competence will provide: 1. self-reported data on the following skills and attitudes: Proficiency in foreign languages and study of foreign languages at school Interest in learning about other cultures Adaptability to different cultural environments Perspective taking skills/emphathy Awareness of intercultural communication Awareness of global issues (e.g. migration, climate change, inequality ) Attitudes towards immigrants Global Mindedness 2. Information on opportunities students have at school to learn about other cultures. 3. Information on students participation in activities to solve global issues and learn about others out of school (volunteering )

Features of the school and teacher questionnaires The questionnaires provides information about: Teachers beliefs about diversity and inclusion policies at school Curriculum coverage of the histories and culture (e.g. beliefs, norms, values, customs, or arts) of diverse groups Schools activities for multicultural learning (e.g. cultural events, exchange programmes) Teachers practices to facilitate interactions and peer-to-peer learning between diverse students School policies to facilitate the integration of foreign-born students and non-native speakers Teachers professional experience and training in intercultural communication and in teaching multicultural classes Teachers self-efficacy in multicultural environments

Thank you! Mario.Piacentini@oecd.org www.oecd.org/pisa

Framework of the Global Competence Assessment