Search

Supplemental Material, sj-pdf-1-esp-10.1177_09589287221091687 for Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis by Zsuzsa Blaskó, Sylke V. Schnepf and Patricia da Costa in Journal of European Social Policy

Supplemental Material, sj-pdf-1-esp-10.1177_09589287221091687 for Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis by Zsuzsa Blaskó, Sylke V. Schnepf and Patricia da Costa in Journal of European Social Policy

Supplemental material, Supplemental_material for Is unequal uptake of Erasmus mobility really only due to students’ choices? The role of selection into universities and fields of study by Sylke V. Schnepf and Marco Colagrossi in Journal of European Social Policy

Literature examining immigrants’ educational disadvantage across countries focuses generally on average differences in educational outcomes between immigrants and natives disguising thereby that immigrants are a highly heterogeneous group. The aim of this paper is to examine educational inequalities among immigrants in eight high immigration countries: Australia, Canada, Germany, New Zealand, Sweden, Switzerland, UK and USA. Results indicate that for almost all countries immigrants’ educational dispersion is considerably higher than for natives. For most countries higher educational dispersion derives from very low achieving immigrants. Quantile regression results reveal that at lower percentiles language skills impact more on educational achievement than at the top of the achievement distribution. Results are presented separately for immigrants of different age cohorts, varying time of immigrants’ residence in the host country and subject examined (maths and reading) highlighting thereby the different patterns found by immigrant group and achievement measure.