PISA-Ergebnisse, sozioökonomischer Status der Eltern und Sprache im Elternhaus. Eine international vergleichende Studie vor dem Hintergrund unterschiedlicher Einwanderungsgesetze

The purpose of this article is to evaluate the importance of different immigration policies associated with corresponding migration backgrounds, command of national languages and intergenerational mobility for the PISA 2000 school performance of teenagers living in European countries (France, Finland, Germany, United Kingdom, and Sweden) and traditional countries of immigration (Australia, Canada, New Zealand and the US). Empirical results show that the influence of the socioeconomic background of parents differs strongly across nations. A particularly low social mobility is found for Germany. Moreover, for all countries our estimations imply that for students with a migration background a key for catching up is the language spoken at home. In Germany, for instance, results for the group of students with a full migration background reveal a gap of about 60 PISA scores for those students who speak a foreign language at home compared to those who do speak German at home. (DIPF/Orig.