期刊名称：Canadian and International Education / Education canadienne et internationale
印刷版ISSN：2369-2634
出版年度：2021
卷号：49
期号：2
页码：1-17
DOI：10.5206/cieeci.v50i1.10882
语种：English
出版社：Western University
摘要：Elementary and secondary immigrant students consistently demonstrate a performance disadvantage when one considers their achievement against nonimmigrant peers. These disadvantages vary across international jurisdictions, suggesting that education-system-level policies or programs may help to ameliorate or worsen these differences. Our work provides a synthesis of trends from education policies and programs that appear to be associated with more favourable immigrant student achievement outcomes, highlighting three international jurisdictions: Canada, New Zealand, and England. This comparative analysis identifies key features of these education systems that have been associated with the success of their immigrant students. We conclude with a critical view on simple policy borrowing and call for contextually responsive adaptation of promising policies and programs within distinct education systems.
关键词：education policy;student achievement;immigrant students
