This book examines the mathematics achievement of immigrant students on the basis of data from
the IEA Trends in International Mathematics and Science Study (TIMSS). It combines an analysis
of large-scale assessment data with an in-depth exploration of policy studies and transforms
the insights gained into recommendations on how to promote better education for students with
an immigrant background. In a world defined by globalization education systems face the
challenge of providing high-quality education for an increasing number of immigrant students.
This book addresses topical questions such as the circumstances and policies that promote good
education and why some countries are more successful than others in catering for the needs of
this very diverse group of students. It provides details on the differences between immigrants
and non-immigrants in education includes case studies on policies of two successful countries
and gives hints to policy makers for policies that can help improve the situation for immigrant
students in schools.
