First-generation immigrant students perform better in science, mathematics, and reading in schools where teachers hold more inclusionary immigration attitudes¶
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? The effect of school diversity climate on performance is positive and significant for first-generation students, corresponding to a 6-point increase in mathematics, 10 in science, and 12 in reading per one-SD increase in climate. → 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
Fixed-effects model with controls on PISA 2018 plausible values. The article reports the climate effect on first-generation students' performance is "positive and significant"; Table 2 prints SDC × 1G coefficients of 10.08 (science), 6.29 (math), 11.74 (reading). No standardized effect size is printed.
"a one–standard-deviation increase in school-level teachers' immigration attitudes is associated with an average performance increase of 6 points in mathematics, 10 in science and 12 in reading."
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 — 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
- The climate × immigrant status interaction is robust across alternative specifications, sampling weights, and multiple imputation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
first-generation-performance-better-inclusionary-climates |
title |
First-generation immigrant students perform better in science, mathematics, and reading in schools where teachers hold more inclusionary immigration attitudes |
description |
First-generation immigrant students perform better in science, mathematics, and reading in schools where teachers hold more inclusionary immigration attitudes |
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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