Significant achievement gaps exist between immigrant background pupils compared to kids from the majority population, according to a study by the University of Jyväskylä and the Ministry of Education.
Researchers examined the skills of 15-year-olds of immigrant background based on the 2022 Pisa results (Program for International Student Assessment). The test measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.
A similar study was carried out in 2012. Compared to roughly a decade ago, the gaps between immigrant-background teens and native Finnish-speaking teens narrowed, but that was mainly because the performance of pupils from the majority population declined.
Compared to 12 years ago, the reading skills of both immigrant-background pupils and other pupils declined. In maths, immigrant-background pupils' skills remained at the same level as in 2012, while the proficiency of other pupils declined.
Individuals whose parent or parents were born abroad are considered to be people with foreign backgrounds, according to Statistics Finland's definition of the term.
Problems managing in Finnish
According to the new study, first-generation immigrant-background pupils struggle the most. It said that 61 percent of teenagers in this group had reading skills so inadequate that they are unable to fully engage in Finnish society, including pursuits of further education and entering the workforce. In maths, 58 percent of first-generation immigrant pupils exhibited weak skills, according to the study.
Second-generation pupils of immigrant background performed better in the study. Among this group, 39 percent had poor reading skills, and 43 percent had poor maths skills.
Of all students, some 21 percent had poor reading skills, and 25 percent did poorly in maths.
Responding to the study's results in a press release, Education Minister Anders Adlercreutz (SPP) expressed concern about the findings, pledging to strengthen the teaching of Finnish and Swedish as second languages.
Socioeconomics matter
The education ministry said that poor reading skills, along with a family's low socioeconomic status, often impact the academic performance of pupils with an immigrant background.
Socioeconomic factors include family income, assets and living conditions.
However, the differences between immigrant-background pupils and those from the majority population decreased when their socioeconomic backgrounds were taken into account.
The study comprised the Pisa results from 241 schools and more than 10,200 teens, including about 1,900 immigrant background pupils, of whom approximately 1,100 were first-generation and about 800 were second-generation immigrants.
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