Abstrakt
The integration of immigrant children into the education system is a process that is accompanied by serious debate, especially in advanced countries, which have large shares of immigrants and a long history of immigration. The poorer educational outcomes of foreign-born children are largely explained there through their socio-economically disadvantaged background compared to the native-born population.
This article examines whether the observations for those countries also apply to the Czech Republic-a country with a relatively short immigration history and immigration flows from different source countries than those in Western Europe. Regression analyses conducted on PISA 2012 data focusing largely on the maths skills of 15-year-olds reveal that the performance of immigrant children in Czech schools roughly compares to that of their counterparts in Western Europe.
While their PISA outcomes were lower than those of Czechs, this was because immigrant children have poorer conditions at home or in the classroom.