Results for countries and economies: Annex B1
Table II.4.4
[Part 5/5] Percentage of students and reading performance, by immigrant status and language spoken at home Results based on students’ self-reports Difference in reading performance between: Native students speaking another language at home and students with an immigrant background speaking another language at home, after accounting for ESCS
OECD
Native students speaking another language at home and studentswith an immigrant background speaking another language at home
Australia Austria Belgium Canada Chile Czech Republic Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Slovak Republic Slovenia Spain Sweden Switzerland Turkey United Kingdom United States OECD average
Dif. 18 18 32 15 c -28 27 23 42 35 34 39 c c 54 -10 34 c c 84 71 11 53 43 c 28 c 29 20 36 47 c 32 26 31
S.E. (7.0) (14.1) (9.6) (5.0) c (22.9) (7.2) (14.4) (19.7) (10.4) (8.8) (16.0) c c (14.1) (8.2) (9.7) c c (6.1) (15.5) (11.6) (7.3) (14.2) c (10.6) c (9.9) (7.2) (10.1) (6.0) c (8.4) (8.1) (2.3)
Dif. 6 3 19 11 c -6 20 20 30 17 28 31 c c 46 -12 24 c c 43 62 4 39 29 c 25 c 24 19 20 29 c 19 5 22
S.E. (6.8) (12.8) (9.2) (4.8) c (21.2) (6.7) (14.5) (19.2) (11.0) (8.7) (16.0) c c (14.1) (7.9) (8.5) c c (6.6) (14.0) (11.0) (7.0) (12.2) c (10.7) c (10.5) (7.5) (9.6) (7.6) c (8.3) (7.0) (2.2)
Dif. -54 16 66 -22 c c 24 19 42 3 44 2 c 25 62 -49 38 c c 62 76 44 -54 20 c 45 c 32 69 21 37 c -30 -22 20
S.E. (16.8) (20.1) (9.3) (7.3) c c (20.9) (15.6) (17.5) (17.4) (14.1) (24.7) c (21.9) (16.9) (18.6) (5.9) c c (3.9) (14.3) (23.5) (11.6) (12.7) c (17.9) c (15.7) (6.8) (20.1) (9.4) c (12.4) (14.9) (3.1)
Dif. -53 -3 46 -25 c c 7 19 20 -17 24 -6 c -3 56 -61 34 c c 26 76 20 -37 -8 c 32 c 17 61 2 13 c -39 -31 7
S.E. (16.1) (17.5) (8.4) (6.5) c c (20.4) (15.6) (16.8) (16.6) (14.3) (23.6) c (28.3) (16.3) (16.3) (5.7) c c (4.6) (13.1) (23.8) (11.9) (11.8) c (17.7) c (16.0) (6.4) (17.4) (9.2) c (11.7) (14.1) (3.1)
Partners
Students with an immigrant background speaking the language of assessment at home Students with an immigrant and students with an immigrant background speaking the background speaking language of assessment at home another language, and immigrant students after accounting for ESCS speaking another language
Albania Argentina Azerbaijan Brazil Bulgaria Colombia Croatia Dubai (UAE) Hong Kong-China Indonesia Jordan Kazakhstan Kyrgyzstan Latvia Liechtenstein Lithuania Macao-China Montenegro Panama Peru Qatar Romania Russian Federation Serbia Shanghai-China Singapore Chinese Taipei Thailand Trinidad and Tobago Tunisia Uruguay
c c c c c c c 30 49 c 42 2 c 44 49 c 44 c 79 c -19 c 60 c c 55 c c -16 c c
c c c c c c c (3.3) (11.4) c (16.9) (14.5) c (21.3) (17.0) c (4.2) c (25.0) c (3.9) c (16.7) c c (9.1) c c (41.7) c c
c c c c c c c 23 50 c 48 3 c 26 43 c 55 c 33 c -14 c 54 c c 36 c c 11 c c
c c c c c c c (3.3) (10.9) c (17.6) (12.9) c (19.1) (20.5) c (4.1) c (21.9) c (3.6) c (16.9) c c (9.0) c c (39.2) c c
c c c c c c c -64 -21 c 9 11 c 30 c c 0 c 10 c -115 c 30 c c -16 c c -85 c c
c c c c c c c (4.9) (11.5) c (20.5) (14.0) c (19.0) c c (6.0) c (29.6) c (4.5) c (18.4) c c (5.7) c c (35.9) c c
c c c c c c c -78 -52 c 12 -3 c 30 c c -5 c 11 c -127 c 30 c c 0 c c -74 c c
c c c c c c c (4.8) (14.0) c (20.7) (13.5) c (18.7) c c (6.1) c (25.5) c (4.1) c (17.1) c c (5.7) c c (39.9) c c
Notes: Values that are statistically significant are indicated in bold (see Annex A3). The percentages of immigrant and native students speaking the language of assessment at home and not speaking the language of assessment at home is calculated over the total student population. The percentages of first- and second-generation students speaking the language of assessment at home and not speaking the language of assessment at home is calculated over the total immigrant student population. 1 2 http://dx.doi.org/10.1787/888932343285
PISA 2009 Results: Overcoming Social Background – volume II © OECD 2010
181