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This study employed a qualitative content analysis of provincial policy documents, following deductive methods, to examine academic resilience and education policy developments across Canada during the COVID-19 pandemic. More specifically, the study explicates the nature and scope of provincial policy responses to the global pandemic that address academic issues, physical health and well-being, and mental health issues for K-12 students. The pan-Canadian analysis revealed a total of 62 documents were issued between January 2020 and December 2021 that addressed one or more of the triarchic dimensions of academic resilience. The findings suggested greater attention was devoted to academic issues and there was a general lack of policy differentiation in terms of how specific resources and supports were to be directed within provincial educational jurisdictions.

In the larger context of migration, the education and integration of immigrant children within Canadian school systems has become a pressing concern for education policy makers. Through a systematic content analysis, this study developed a Multidimensional Support Model to examine education policies and support measures that have been articulated by Ministries and Departments of Education across Canada to facilitate the integration and success of immigrant students in K-12 public education systems. The discussion underscores the timeliness and rationale for Ministries and Departments of Education to develop a stand-alone policy document to address all of the unique needs of immigrant students comprehensively and devote greater attention to the socio-economic challenges immigrant students disproportionately face. Developing this document would also address the importance of greater policy coherence and collaboration among ministry sectors. The utility of the proposed support model, which drew on the existing literature, is also discussed in relation to future research studies.

Cette étude a employé une analyse qualitative de contenu des documents de politiques provinciales, en suivant des méthodes déductives, pour examiner la ténacité scolaire et le développement des politiques d'éducation à travers le Canada pendant la pandémie de COVID-19. Plus précisément, l'étude détaille la nature et la portée des réponses politiques provinciales à la pandémie mondiale qui traitent des questions relatives à l'éducation, à la santé physique, au bien-être, et à la santé mentale des étudiants de la maternelle à la 12e année. L'analyse pancanadienne révèle qu'un total de 62 documents ont été publiés entre janvier 2020 et décembre 2021 qui abordaient une ou plusieurs dimensions triarchiques de la ténacité scolaire. Les conclusions mènent à penser qu'une plus grande attention est accordée aux problématiques scolaires et qu'il y a un manque général de différenciation dans les politiques quant à la façon dont les ressources et les soutiens seraient utilisés au sein des instances éducatives provinciales. Mots-clés : ténacité scolaire, politique éducative, ressources et soutiens aux apprentissages This study employed a qualitative content analysis of provincial policy documents, following deductive methods, to examine academic resilience and education policy developments across Canada during the COVID-19 pandemic. More specifically, the study explicates the nature and scope of provincial policy responses to the global pandemic that address academic issues, physical health and well-being, and mental health issues for K-12 students. The pan-Canadian analysis revealed a total of 62 documents were issued between January 2020 and December 2021 that addressed one or more of the triarchic dimensions of academic resilience. The findings suggested greater attention was devoted to academic issues and there was a general lack of policy differentiation in terms of how specific resources and supports were to be directed within provincial educational jurisdictions. Keywords: academic resilience, educational policy, learning supports and resources, Introduction The global pandemic has created monumental challenges for education systems around the world. In every industrialized country, COVID-19 led to school closures for successive weeks and a sudden shift [...]

International 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 student 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.

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students' achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

Migration can affect the practice of corruption in migrant-sending countries in a number of ways. In this paper we test whether or not remittance receiving households are more likely to be targeted for corruption. Using micro-level data from 20 Latin American countries, this study finds that migrant households are about 15 percentage points more likely to be asked for a bribe than non-migrant-sending households. The corruption effect is further confirmed by an instrumental variable estimation. Our findings suggest that remittances can have an unintended effect on households' risk of experiencing corruption. The excess exposure may discourage remittances and limit the positive development benefits of migration and remittances. [ABSTRACT FROM AUTHOR]

Les mesures internationales des acquis comme le Programme international pour le suivi des acquis des eleves (PISA) indiquent depuis toujours qu'il y a un ecart important entre les groupes d'eleves non migrants et immigrants--un resultat qu'on qualifie souvent de desavantage des immigrants en matiere de reussite scolaire. Cet article examine plus en detail les resultats scolaires des eleves immigrants de premiere et de deuxieme generations dans l'ensemble du Canada. Globalement, les resultats scolaires canadiens sont atypiques par rapport a la communaute internationale dans la mesure oU des groupes d'eleves immigrants reussissent 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 mathematiques et de la culture scientifique. Cet article examine ces resultats varies en lien avec la litterature disponible et offre un cadre conceptuel qui explique le cas unique du Canada. Ce cadre met en lumiere l'importance d'evaluer les resultats scolaires des eleves immigrants en tenant compte des caracteristiques au niveau individuel, des politiques provinciales et des contextes socioculturels et demographiques ici et la au Canada. Mots-cles : eleves immigrants, reussite scolaire, politique educative International 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 student 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. Keywords: immigrant students, student achievement, education policy, Making Sense of the Performance (Dis)advantage for Immigrant Students Across Canada Introduction International migration is a feature that has characterized global mobility for centuries and indeed millennia, and has increasingly [...]