Immigrant Student Achievement and Educational Policy in Ireland

Darmody, Merike; Smyth, Emer

doi:10.1007/978-3-319-74063-8_8

Cited by 12 publications

(14 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Immigrant children's achievement in reading is influenced by their linguistic background. Students from a non-English speaking background have significantly lower scores than students from an English-speaking background, although this pattern does not hold for mathematics (Darmody and Smyth, 2018). Both first-and second-generation immigrants who speak another language at home have significantly lower reading scores than Irish students (Darmody and Enright, forthcoming).…”

Section: Educational Inequalities In Irelandmentioning

confidence: 99%

The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review

Darmody¹,

Smyth²,

Russell³

2020

Self Cite

View full text Add to dashboard Cite

The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland. The Institute was founded in 1960 by a group of senior civil servants led by Dr T. K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland. Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research. The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices. The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicate research findings at regular conferences and seminars. The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

show abstract

Section: Educational Inequalities In Irelandmentioning

confidence: 99%

The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review

Darmody¹,

Smyth²,

Russell³

2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Primary and second-level education is available to all students, regardless of citizenship or place of birth (McGinnity et al, 2018b). However, even within schools, migrant children face obstacles in addition to those faced by non-migrant children, including language difficulties, discrimination and differences in parental resources (Darmody and Smyth, 2018). Second-level achievement, particularly Leaving Certificate grades, are closely related to access to third-level education in Ireland.…”

Section: Education Outcomes For Adults In Irelandmentioning

confidence: 99%

Origin and integration: a study of migrants in the 2016 Irish Census

McGinnity¹,

Privalko²,

Fahey³

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Even after accounting for socioeconomic status, immigrant student performance is often below average on PISA measures (see European Commission, 2016; Organisation for Economic Cooperation and Development, 2015). Further, Darmody and Smyth (2018) illustrate that even though immigrants to Ireland are highly educated, their children do not tend to have equal levels of attainment as measured by PISA.…”

Section: Educational Attainment Of First-and Second-generation Immigrant Childrenmentioning

confidence: 93%

Cross-Cultural Approaches to Mitigating the Immigrant Student Performance Disadvantage

Klinger

Volante

Bilgili

2018

Immigrant Student Achievement and Education Policy

View full text Add to dashboard Cite

Immigrant Student Achievement and Educational Policy in Ireland

Cited by 12 publications

References 18 publications

The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review

The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review

Origin and integration: a study of migrants in the 2016 Irish Census

Cross-Cultural Approaches to Mitigating the Immigrant Student Performance Disadvantage

Contact Info

Product

Resources

About