[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595692-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595692-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","making-sense-of-the-performance-disadvantage-for-immigrant-students-across-canada","Making Sense of the Performance (Dis)advantage for Immigrant Students Across Canada","","International achievement measures such as PISA have long documented a gap between non-migrant and immigrant students, often described as an immigrant performance disadvantage. This article analyzes first- and second-generation immigrant students’ achievement across Canadian provinces and contrasts results in reading, mathematics, and scientific literacy. Findings show Canada’s patterns differ internationally: immigrants outperform non-migrants in some jurisdictions and underperform in others. The paper proposes a conceptual framework linking outcomes to individual characteristics, provincial education policies, and sociocultural and demographic contexts.",{"@graph":14,"@context":73},[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/making-sense-of-the-performance-disadvantage-for-immigrant-students-across-canada/595692/",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/making-sense-of-the-performance-disadvantage-for-immigrant-students-across-canada/595692.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does PISA traditionally show about immigrant and non-immigrant students?","Question",{"text":63,"@type":64},"International achievement measures such as PISA have traditionally reported a significant gap between non-migrant and immigrant student groups, often termed an immigrant performance disadvantage.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does this article examine immigrant students’ achievement in Canada?",{"text":68,"@type":64},"It examines achievement results for first- and second-generation immigrant students across Canada, focusing on reading, mathematics, and scientific literacy and comparing provincial patterns.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors does the article’s framework highlight for explaining Canada’s case?",{"text":72,"@type":64},"It emphasizes assessing immigrant achievement by accounting for individual characteristics, provincial policies, and sociocultural and demographic contexts across Canada.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595692,1792438336,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Making Sense of the Performance (Dis)advantage for Immigrant Students Across Canada  \nLouis Volante Brock University  \nDon Klinger  \nQueens University  \nÖzge Bilgili  \nUtrecht University  \nMelissa Siegel  \nUNU-MERIT / Maastricht Graduate School of Governance  \nAbstract  \nInternational achievement measures such as the Programme for International Student Assessment (PISA) have traditionally reported a significant gap between non-migrant and immigrant student groups—a result that is often referred to as the immigrant performance disadvantage. This article examines first-and second-generation immigrant  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:3 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nstudent achievement results in greater detail across Canada. Overall, Canadian achievement results are atypical in relation to the international community in that immigrant student groups significantly outperform non-migrants in some provincial jurisdictions, and also significantly underperform in other provincial jurisdictions, in relation to reading, mathematics, and scientific literacy. This article examines these diverse results in relation to the available literature and offers a conceptual framework that explains the unique case of Canada. The framework highlights the importance of assessing immigrant student achievement by taking into account the level of individual characteristics, provincial policies, as well as sociocultural and demographic contexts across Canada.  \nKeywords: immigrant students, student achievement, education policy  \nDonner un sens au désavantage ou à l’avantage des élèves immigrants au Canada en matière de réussite scolaire  \nRésumé  \nLes mesures internationales des acquis comme le Programme international pour le suivi des acquis des élèves (PISA) indiquent depuis toujours qu’il y a un écart important entre les groupes d’élèves non migrants et immigrants – un résultat qu’on qualifie souvent dedésavantage des immigrants en matière de réussite scolaire. Cet article examine plus endétail les résultats scolaires des élèves immigrants de première et de deuxième générations dans l’ensemble du Canada. Globalement, les résultats scolaires canadiens sontatypiques par rapport à la communauté internationale dans la mesure où des groupesd’élèves immigrants réussissent nettement mieux que les non-migrants dans certaines provinces et nettement moins bien dans d’autres pour ce qui est la de la lecture, des mathématiques et de la culture scientifique. Cet article examine ces résultats variés en lien avec la littérature disponible et offre un cadre conceptuel qui explique le cas unique du Canada. Ce cadre met en lumière l’importance d’évaluer les résultats scolaires des élèves immigrants en tenant compte des caractéristiques au niveau individuel, des  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:3 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \npolitiques provinciales et des contextes socioculturels et démographiques ici et là au Canada.  \nMots-clés : élèves immigrants, réussite scolaire, politique éducative  \nAcknowledgements  \nPortions ofthis research were supported by the Social Sciences and Humanities Research Council of Canada (SSHRC) .  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:3 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nInternational migration is a feature that has characterized global mobility for centuries and indeed millennia, and has increasingly become a priority for nation states around the world. Governments are seeking to develop and implement the most effective policies to successfully manage diversity and integrate immigrant students so they can contribute to the economic prosperity and sociocultural fabric of their society. However, education is not a mere promoter of economic growth with instrumental value; rather, it is “an essential pa","cbCaibY2pkBEmuQR","https://ap.wps.com/l/cbCaibY2pkBEmuQR","pdf",370965,33,"English","# Introduction\n# Abstract\n# Keywords","[{\"question\":\"What does PISA traditionally show about immigrant and non-immigrant students?\",\"answer\":\"International achievement measures such as PISA have traditionally reported a significant gap between non-migrant and immigrant student groups, often termed an immigrant performance disadvantage.\"},{\"question\":\"How does this article examine immigrant students’ achievement in Canada?\",\"answer\":\"It examines achievement results for first- and second-generation immigrant students across Canada, focusing on reading, mathematics, and scientific literacy and comparing provincial patterns.\"},{\"question\":\"What factors does the article’s framework highlight for explaining Canada’s case?\",\"answer\":\"It emphasizes assessing immigrant achievement by accounting for individual characteristics, provincial policies, and sociocultural and demographic contexts across Canada.\"}]","Making Sense of the Performance (Dis)advantage for Immigrant Students Across Canada | PDF",1792081667,83]