Confronting the challenge of immigrant and refugee student underachievement: Policies and practices from Canada, New Zealand and the European Union
Özge Bilgili, Louis Volante, Don A. Klinger & Melissa Siegel
#2019-048
Immigrant and refugee students consistently demonstrate a performance
disadvantage when one considers their achievement against non-immigrant
students. This paper examines the double- and triple-disadvantages that
characterise immigrant and refugee student groups. To highlight the
different levels of adversity they face, not only to socioeconomic
background characteristics but also migration trajectory related factors
are mentioned. Next, the paper synthesises trends from policies and
practices associated with more favourable student outcomes. Concrete
examples are discussed from the cases of Canada, New Zealand and the
European Union. Finally, implications for policymakers, educational
leaders, and schools are discussed. The paper concludes with a critical
view on simply policy borrowing and calls for contextually and
culturally responsive adaptation of promising policies and the
implementation of new policies that effectively engage communities and
enhance the skills of educators.
JEL Classification: Z18, Z19
Keywords: Education Policy, Student Achievement, Immigrant Students