School performance of immigrant students in Finland: Results of - PowerPoint PPT Presentation

School performance of immigrant students in Finland: Results of PISA 2012 Dr. Tanja Kirjavainen National Audit Office of Finland 8 th Performance Auditing Seminar on INTOS AI working group on IT-Audit 28.-29.4.2016 Brasilia, Brasilia

Content of the presentation • Purpose of the performance audit • PISA data and the Finnish sample • Some main results of the audit • Concluding remarks

Purpose of the performance audit • Does compulsory schooling (grades 1-9) provide equal opportunities for immigrant students compared to native students in terms of student achievement, preparedness in further studies and development? ( Based on Basic Education Act ) • One of the subquestions: – Are there differences in school achievement between native and immigrant students after controlling for the background of students?

Immigrant children in Finland Foreign studentsin basiceducation Foreign population in 1990 and 2014 25 000 6% 35000 Number of foreign students % share of foreign students 30000 5% 20 000 25000 4% 15 000 20000 3% 10 000 15000 2% 5 000 10000 1% 5000 0 1990 2014 1990 2014 1990 2014 Foreign nationals Foreign borns Foreigners 0% 0 5-9-years old 10-14-years old 15-19-years old Source: Statistics Finland

PISA 2012 • PISA (Programme for International Student Assessment) – Internationally standardized achievement assessment conducted by the Organization for Economic Cooperation and Development (OECD) – Administered to 15 -year old students in schools in all OECD countries (34 countries) and in a number of other countries (31 countries) – PISA 2012 assesses students’ mathematics (main area), reading and scientific skills – Comprehensive background information on students and schools (student questionnaire, school questionnaire)

PISA 2012 Finnish sample and immigrant students • 8 828 students were sampled in 311 schools – In Finland students are normally at the 9th grade (final year of compulsory schooling) • Oversampling of immigrant students (1 300 students) to provide the possibility to study them in more detail – 691 first generation immigrants – 609 second generation immigrants – information on the birth country of first generation immigrants and of parents of second generation immigrants • largest countries of origin (Russia, Somalia, Estonia, Former Y ugoslav republics and Irak)

Analysis of the data • Different statistical models were estimated in order to evaluate the performance gap between the immigrant and native students. • STATA statistical program was used in the analysis (survey methods and pv-module)

Immigrant/ native gap in PISA scores in Finland PISA scores Immigrant/ native gap 0 100 200 300 400 500 600 -140 -120 -100 -80 -60 -40 -20 0 -73* * * 519 -97* * * 522 M athematics M athematics 449 -45* * * 425 -20* * 524 -67* * * -114* * * 527 Reading Reading 460 -34* * * 413 -21* 545 -82* * * 549 -124* * * Science 467 Science -51* * * 425 -32* * * All Native No controls 2. generation immigrant No controls 1. generation immigrant 2. generation immigrant 1. generation immigrant With controls 2. generation immigrant With controls 1. generation immigrant Control variables: gender, age, socioeconomic status, grade, Control variables: gender, age, socioeconomic status, grade, language spoken at home, age of arrival; language spoken at home, age of arrival; * * * Significant at 1 % risk level, * * 5 %, * 10 % * * * Significant at 1 % risk level, * * 5 %, * 10 %

Immigrant/ native gap in PISA scores in Finland by country of origin M athematics Reading -120 -100 -80 -60 -40 -20 0 20 -120 -100 -80 -60 -40 -20 0 -27* * -17 Estonia or Sweden Estonia or Sweden -18 -6 -39* * * -24* Russia Russia -21 -24 -99* * * -90* * * Somalia Somalia -63* * * -63* * -16 -23 China or Thailand China or Thailand 6 -5 -30 -27 Turkey Turkey -76* * * -57* -30* -26 Irak Irak -30 -20 -40* * * -30* * Former Yugoslavia Former Yugoslavia -66* * * -49* * -42* * * -28* * * Other country Other country -39* * -33 2. generation immigrant 1. generation immigrant 2. generation immigrant 1. generation immigrant Gap after controlling for student background, grade, language spoken at home and age Gap after controlling for student background, grade, language spoken at home and age of arrival. * * * Significant at 1 % risk level, * * 5 %, * 10 %. of arrival. * * * Significant at 1 % risk level, * * 5 %, * 10 %.

Immigrant/ native gap in PISA scores in Finland and some other countries -60 -50 -40 -30 -20 -10 0 10 20 30 Traditional immigrant countries Gap in 19 Australia 2 -7 mathematics Canada -4 -11 UK (excl. Scotland) 0 after controlling 26 UK (Scotland) 22 22 USA 15 for student Nordic countries background -25 Denmark -32 and some -41 Finland -34 -16 Norway -20 school factors -18 Sweden -19 -20 Estonia -49 Northern Europe -16 Austria -7 -16 Belgium -15 -14 France -9 -12 Germany -6 -12 Netherlands -8 -23 Switzerland -31 Southern Europe -18 Greece 5 -4 Italy -4 -21 Portugal -7 -10 Spain -13 2. generation immigrants 1. generation immigrants

Concluding remarks • • Finland is one of the highest The performance of second scoring countries in PIS A generation immigrants is in some cases lower than the • Performance gaps between native performance of first generation and immigrant students is large immigrants after controlling for and larger than elsewhere in the background of students Northern Europe at the age of 15 • even after controlling student Ministry of Education and Culture background should – partly because of high scoring – ensure that the support and natives. language-training is at adequate levels. – partly because of less experience – examine if the weakest in schooling of immigrant students. performing immigrant students should be provided with – not because of attitude since additional support to ensure immigrant students have a more integration and ability to positive attitude towards school continue their studies. than native students.

Concluding remarks • • PISA data provided a good Use of PISA data requires basis for auditing the quite advanced knowledge schooling performance of of statistical methods immigrant students in – sampling and sampling weights, use of plausible Finland values, missing values in • Freely available some variables • Extensive background • Requires good computation information on students, power parents and schools • OECD provides good guides • Possibility to make for the use and analysis of cross-country comparisons PISA data • www.oecd.org/ pisa

Thank you!