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Abstract Mostly due to the lack of suitable data, cross-national research on the integration of migrant pupils is still scarce. We aim to fill this gap by addressing the question of the extent to which native and first- and second-generation migrants from various regions of origin, living in thirteen different countries of destination, differ in their scholastic ability. Using the PISA 2003 data, we focus primarily on the impact of origin and destination effects on the scholastic achievement of migrants. The results indicate that family characteristics and origin and destination effects can offer a significant contribution to the explanation of difference in scholastic knowledge between natives and first- and second-generation migrants. However, certain primary origin and destination effects, as well as interactions between these and family characteristics, remain significant and substantive after controlling for family characteristics, suggesting serious integration problems in the case of migrants from a few regions of origin in some European countries of destination.
Levels et al. (Mon,) studied this question.