Academic Achievement among Québec Secondary School Students of Immigrant Origin in the English School Sector

Type of resource
Authors/collaborators
Title
Academic Achievement among Québec Secondary School Students of Immigrant Origin in the English School Sector
Abstract
Although the characteristics of students of immigrant origins (Allophones) at the outset of entering secondary school were less advantageous than those of students whose families have been in Canada for at least three generations (both parents born in Canada), the authors determined that students of immigrant origin did not, as a whole, constitute a population at a high risk of failure in the Quebec school system with regard to their academic progress and performance. The authors argue that the students' resilience came through particularly well in the higher graduation rates they attained when given two additional years. This positive observation does not take into consideration variations based on sector, region of origin, generational status and language used at home.
Date
March 28 2017
URL
Language
en
Citation
McAndrew, Marie, Jacques Ledent, and Jake Murdoch. “Academic Achievement among Québec Secondary School Students of Immigrant Origin in the English School Sector.” Last modified March 28, 2017. http://www.ceetum.umontreal.ca/documents/capsules/2013/3-balde-principal-english.pdf.
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