OECD Thematic Review on Migrant Education: Conducting Policy Reviews The OECD Migrant Education Review Team 14 October nd Meeting of the Group of National Experts on the Education of Migrants

Draft Policy Evaluation Framework Core Approaches of the Project Proposed Tools to Respond to Key Policy Challenges Presentation this Afternoon and Invitation for Comments

Draft Policy Evaluation Framework 4 Steps to Deliver Policy Suggestions Output: Country Note Phase II Fact-Finding Phase III Policy Review

Peer Learning + Migrant Effects What factors are most closely associated with the gap in access, participation and student performance between immigrant and native students? Core Approaches

Example: Gap in reading performance in PISA (15 year old) between immigrant and native students - Testing the effect of ‘language’ and ‘SES’ - (Points)

4 common challenges in designing education policies for immigrant students Designing universal or targeted measures Refining SES-target measures Targeting level of intervention Prioritising policy objectives Proposed analytical tools to underpin the decision-making process

1.Prioritising policy objectives A web-style framework identifying gaps in different outcomes of immigrant students compared to native students

2. Designing universal or targeted measures Examining a ‘learning bar’ of immigrant students to identify target groups Source: OECD A policy assessment tool (Willms, 2006) adopted for immigrant students from the PISA 2006 data on reading performance Example: Immigrant students in Belgium

Comparison of ‘learning bars’ between native and immigrant students Example: Belgium Native studentsImmigrant students Source: OECD A policy assessment tool (Willms, 2006) adopted for immigrant students from the PISA 2006 data on reading performance

3. Targeting level of interventions Identifying most closely associated level of factors with immigrant student performance Source: OECD, PISA 2006: Science Competencies for Tomorrow’s World, Vol. 1, pp. 266 Example: decomposition of performance variance with PISA 2006 – application for immigrant students?

4. Refining SES-targeted measures Identifying family factors that may help low SES immigrant students who perform well How? 1.Focus on low SES immigrant students 2.Compare top/bottom performers within the same SES group of immigrant students and identify different family characteristics (3. Do the same for native students) Example from Belgium Examples Speak the language of instruction at home slightly more often; Attend schools with a high socio-economic level of students; Have one or both parents with higher education levels; Have more textbooks for school work at home; Have more classical literature at home; Repeat grades much less often; etc. etc.