The interaction between school diversity climate (aggregated teachers' immigration attitudes) and immigrant status significantly predicts performance in science, mathematics, and reading¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Omnibus tests of the school diversity climate × immigration status interaction were significant for all three dependent variables. → 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

Country fixed-effects regression with school-clustered robust standard errors on PISA 2018 plausible values (46,740 students, 1,544 schools, 7 OECD countries). The article reports the omnibus interaction was "significant for all dependent variables"; Table 3 prints F(2, 845) = 11.83 (science), 6.55 (math), 18.37 (reading).

"As seen in Table 3 (line 1), the omnibus tests of the inclusionary school diversity climate × immigration status were significant for all dependent variables."

Discussion¶

Related Claims¶

• 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 — a narrower finding that bears on this claim
• First-generation immigrant students perform better in science, mathematics, and reading in schools where teachers hold more inclusionary immigration attitudes — a narrower finding that bears on this claim
• The climate × immigrant status interaction is robust across alternative specifications, sampling weights, and multiple imputation — a narrower finding that bears on this claim
• School diversity climate shows no significant effect on performance for non-immigrant or second-generation students — a narrower finding that bears on this claim
• Associations between intercultural factors and psychosocial outcomes generalize across student immigrant status and across the 58 countries examined — related
• Principal- and teacher-reported intercultural predictors show negligible associations with student psychosocial outcomes — related