Foreign Students and Achievement in Mathematics: Evidence from the Italian Case

Giuseppina Le Rose, Veronica Riccardi


The growing presence of foreign students in the Italian school continually interrogate teachers, policy makers and all those who are daily faced with issues related to this more and more structural reality. This work presents an analysis of the educational achievements in Mathematics of foreign students who have just completed the first cycle of education (5th grade) in Italy. To this end, we use INVALSI data that have the advantage to measure learning outcomes
through standardized tests. Studying the frequency of responding correctly to any individual item and controlling for students’ background, we find substantially different and more encouraging reading of the learning gaps between Italian and foreign students.

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