Page 201 of 1,304
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.
|
| Website Title |
Centre d’études ethniques des universités montréalaises
|
| Date |
March 2013
|
| URL | |
| Language |
en
|
| Citation |
Mc Andrew, Marie, Jacques Ledent, and Jake Murdoch. “Academic Achievement among Québec Secondary School Students of Immigrant Origin in the English School Sector.” Centre d’études Ethniques Des Universités Montréalaises. Last modified March 2013. http://ofde.ca/wp-content/uploads/2020/10/EII-an-English.pdf.
|
| Find in a library | |
| Permalink |
Page 201 of 1,304
