Does Isolation from Immigrant Students Benefit or Harm Third-Plus Generation Students?

Autor/inn/en	Pivovrova, Margarita; Powers, Jeanne M.
Titel	Does Isolation from Immigrant Students Benefit or Harm Third-Plus Generation Students?
Quelle	In: Education Policy Analysis Archives, 27 (2019) 76, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pivovrova, Margarita) ORCID (Powers, Jeanne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Immigrants; Immigration; Achievement Tests; International Assessment; Mathematics Achievement; High School Students; Institutional Characteristics; High Schools; Social Isolation; Educational Environment; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Isolation; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Enforcing and expanding immigration restrictions have been at the forefront of the Trump administration's agenda since his inauguration in January 2017. Underlying these policies is an assumption that immigrants harm U.S. citizens. More specifically, both authorized and undocumented immigrants are framed as consuming a disproportionate share of social benefits. We used data from the 2012 Programme for International Student Assessment (PISA) to assess this claim in U.S. high school contexts, focusing on the mathematics achievement of third-plus generation students who did not attend schools with immigrant students. On average, the third-plus-generation students who did not attend schools that enrolled first or second generation immigrant students had lower achievement than their same generation peers attending schools that served immigrant students. We conclude by highlighting the research and policy implications of our findings. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01