Sources of Immigrants’ Underachievement: Results from PISA—Copenhagen

This study examines potential sources of the immigrant‐native test score gap using data from the recently released PISA replicate study for Copenhagen (Denmark). It is shown that even in a school system that is successfully equalizing endowments of traditional resources across schools attended by native and immigrant students, differences in other school inputs remain. Especially, the culture of achievement appears less well developed at schools attended by immigrant students (even though general teacher support is at similar levels), and also the peer composition and the provision of specialized teachers is less favourable. These results point at several relevant policy recommandations.