Abstract
This chapter analyzes differences between schools attended by native students and by immigrant students, taking into account differences between rural and urban schools that can lead to achievement differences, school attendance, school resources, school climate, and school safety. School attendance is associated with mathematics achievement, and that association is stronger for first-generation immigrant students in some countries. Immigrant students and native students are in general attending similar resourced schools, and good resources prove to be positively related to the students’ achievement in some countries, as does a positive school rating. However, there are major differences between immigrant and native students in terms of school safety, which is of importance given the clear positive relation between feeling safe in school and mathematics achievement. The results indicate that measures must be found to improve the situation for immigrant students in terms of feeling safer in school.
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Hastedt, D. (2016). School Factors. In: Mathematics Achievement of Immigrant Students. Springer, Cham. https://doi.org/10.1007/978-3-319-29311-0_6
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DOI: https://doi.org/10.1007/978-3-319-29311-0_6
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