Education systems and ethnic educational inequality: Harmonization of contextual data from international school assessment studies for the analysis of effects of education systems on immigrant achievement gaps

对接受国来说，融入不断增长的移民人口是一项挑战。社会融合的一个关键是移民成功地获得教育。根据以前的研究，移民的教育成功在接收社会中有很大差异。由于教育制度及其特点决定了学习机会，人们可以认为，教育制度之间的差异是各国移民教育成就差异的部分原因。由于教育制度具有可塑性，可以适应移民学生的需要，因此了解这些制度和机构如何影响教育不平等特别有意义。本项目的目的有两个：（1）在1995年至2018年期间，在国际比较的基础上，利用因果分析方法，调查教育制度的制度特征对有移民背景和无移民背景的学生之间的成绩差距的影响程度。(2)它将协调和累积来自最重要的国际学校成绩研究（比萨、TIMSS、PIRLS）的数据，并向科学界提供必要的例行程序，以供复制和进一步研究。到目前为止，关于教育系统如何促成有移民背景和无移民背景的学生之间能力不平等的出现，几乎没有可靠的研究结果。除其他外，在能力发展方面，教育制度的特点缺乏理论上健全的可操作性。此外，以前的工作主要侧重于中等教育的特点，没有审查教育系统和各级（教育系统和学校一级）的不同特点之间的相互作用。然而，最重要的是，以前的研究的设计和方法不允许教育制度和能力不平等之间的关系的因果关系的推论。来自不同调查时期的22个大规模学校评估的协调和累积提供了使用注重因果推断的方法的机会。该数据库使我们能够实质性地加强对教育系统对成绩差距的影响的了解。通过记录和提供处理和协调数据的程序，该项目不仅能够复制研究成果，而且还为分析其他一些教育、经济和社会问题奠定了基础。

Integrating growing immigrant populations is a challenge for receiving countries. A key to societal integration is the successful educational attainment of immigrants. According to previous research, the educational success of immigrants differs substantially across receiving societies. As education systems and their characteristics shape learning opportunities, one can assume that differences between education systems account for some of the disparities in immigrant’s educational success across countries. Since education systems are malleable and can be adapted to the needs of immigrant students, it is of particular interest to understand how these systems and institutions impact on education inequalities. The proposed project has two objectives: (1) It will use causal analytical methods to investigate the extent to which institutional characteristics of educational systems influence achievement gaps between students with and without a migration background on an international comparative basis for the period from 1995 to 2018. (2) It will harmonize and cumulate data from the most important international school achievement studies (PISA, TIMSS, PIRLS) and make available the necessary routines to the scientific community for replication and further research. So far, there are few reliable findings on how education systems contribute to the emergence of competence inequality between pupils with and without a migration background. Among other things, there is a lack of a theoretically sound operationalization of the characteristics of educational systems with regard to competence development. In addition, previous work has focused predominantly on characteristics of secondary education and has not examined the interaction of different characteristics of the education system and levels (education systems and school-level). Above all, however, previous studies’ design and methods do not allow for causal inferences about the relationship between education systems and competence inequality. The harmonization and cumulation of 22 large scale school assessments from different survey periods provides the opportunity to use methods that focus on causal inferences. This database allows to substantively enhance our knowledge about the impact of education systems on achievement gaps. By documenting and providing the routines for processing and harmonizing the data, the project not only enables the replication of the research results, but also prepares the ground for the analysis of a number of other educational, economic and sociological issues.