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Focusing on Croatia, Serbia, and Slovenia, it highlights language distance and migration regimes as key factors affecting whether gaps widen or narrow.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/immigrant-students-achievements-in-croatia-serbia-and-slovenia-in-context/598014/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/immigrant-students-achievements-in-croatia-serbia-and-slovenia-in-context/598014.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the article consider national context rather than a single universal model?","Question",{"text":63,"@type":64},"It argues that multiple factors are involved and that these factors often depend on the national context. 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The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic (linguistic) origin.  \nKeywords: Achievement, Equity, Immigrant students, Migration patterns, PISA 2009  \nIntroduction  \nAlthough migration and the subsequent education of immigrant children are an old and widespread phenomenon,“it is only in recent years that  \n1 *Corresponding author. Department of Sociology of the Faculty of Arts, University of Ljubljana [iztok.sori@gmail.com](iztok.sori@gmail.com)  \n2 Special and Rehabilitation Education at the Faculty of Education, University of Ljubljana (student)  \n[susteric.nika@gmail.com](susteric.nika@gmail.com)  \n3 Faculty of Education, University of Ljubljana [slavko.gaber@guest.arnes.si](slavko.gaber@guest.arnes.si)  \n32  immigrant students’achievements in croatia, serbia and slovenia in context   \ninternational database[s] have become available with which to conduct quantitative studies on the situation of immigrant students”(Organisation for Economic Co-operation and Development (OECD), 2006, p. 30) .  \nPISA assessments, the most comprehensive data set on the subject, regularly demonstrate that immigrant students4 have comparatively lower education achievement than native students in most of the countries assessed. In PISA 2003, which focused on mathematics, native students in OECD countries outperformed first generation immigrant students by 48 points (OECD, 2006, p. 183). In PISA 2006, first generation immigrant students lag, on average, 58 points behind native students in science (OECD, 2007, p. 175) . In the mostrecent assessment of reading competences, PISA 2009 found native students in OECD countries outperformed first generation immigrant students by 50 points (OECD, 2010c, p. 170) .  \nExperts from PISA claim that 40 points represent one school year (OECD, 2010c, p. 49) . If that is the case, the differences presented above raise serious concerns regarding the future prospects of a considerable part of the population. It is expected that immigrant children will comprise up to one third of the European Union (EU) school population by 2020 (Huttova, McDonald & Harper, 2008, p. 2), meaning that not only students themselves will have to face the challenge, but European societies as well.  \nAlthough empirical evidence suggests that students who speak a language other than the language of instruction at home score lower than students whose households speak the language of instruction (OECD, 2006, p. 77; OECD, 2010c, pp. 177-181), language proficiency is neither the only nor the most important factor contributing to lower achievement of immigrant students. Data obtained by PISA (OECD, 2010c, pp. 177-179) demonstrate a high correlation between socioeconomic background and immigrant students’ test results. Research in the United Kingdom has confirmed that socioeconomic status is the key factor when explaining achievement gaps between immigrant and native students (Rothon, 2004). In France,","cbCaisiDXMoLYEPi","https://ap.wps.com/l/cbCaisiDXMoLYEPi","pdf",169017,21,"English","# Introduction\n## Background from PISA assessments\n## Evidence on achievement gaps\n## Explaining factors: language, socioeconomic status, and context\n## Immigrant performance and migration regimes","[{\"question\":\"Why does the article consider national context rather than a single universal model?\",\"answer\":\"It argues that multiple factors are involved and that these factors often depend on the national context. It also notes that performance differences can occur both between ethnic immigrant groups within one country and across countries for immigrants of the same origin.\"}]","Immigrant Students’ Achievements in Croatia, Serbia and Slovenia in Context | PDF",1792086137,53]