The achievement gap between native-born and first-generation immigrant students is smaller in schools with more inclusionary teacher immigration attitudes across all three subjects¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Comparing climates at ±1 SD, the first-generation performance difference between inclusionary and exclusionary climates is 25.27 points in science, 16.93 in mathematics, and 29.18 in reading (1/6 to 1/3 SD). → Anatolia Batruch 2026
Evidence¶
Anatolia Batruch 2026¶
Anatolia Batruch, Nicolas Sommet, Eva G.T. Green. (2026). Teachers' immigration attitudes and students' performance. Learning and Instruction 102 (2026) 102303. https://doi.org/10.1016/j.learninstruc.2025.102303
q3 · i? · associational · r3
Marginal means from the fixed-effects models (Fig. 1, mean performance values). First-generation students scored, e.g., M = 479.18 in science under inclusionary versus M = 453.90 under exclusionary climates, while non-immigrant means changed little (496.20 vs. 492.01).
"The difference in performance for first-generation immigrant students (when comparing school diversity climates at ±1SD) is 25.27 points in science, 16.93 points in mathematics and 29.18 points in reading."
Discussion¶
Related Claims¶
- First-generation immigrant students perform better in science, mathematics, and reading in schools where teachers hold more inclusionary immigration attitudes — related
- The interaction between school diversity climate (aggregated teachers' immigration attitudes) and immigrant status significantly predicts performance in science, mathematics, and reading — a broader claim this one bears on
- School diversity climate shows no significant effect on performance for non-immigrant or second-generation students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
achievement-gap-smaller-inclusionary-climates |
title |
The achievement gap between native-born and first-generation immigrant students is smaller in schools with more inclusionary teacher immigration attitudes across all three subjects |
description |
The achievement gap between native-born and first-generation immigrant students is smaller in schools with more inclusionary teacher immigration attitudes across all three subjects |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anatolia-batruch-2026 |
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